"Over the last few years, Virtual Reality has become one of the most innovative teaching tools in many educational sectors. While some preliminary use of this technology has been tested in language learning, no VR tools of real significance have been developed for language classrooms up to this date. The potential for VR in language learning may be even greater than in other fields of education. VR can provide a fully immersive learning experience and while this method is proven to be the most effective for language learning, very few students would ever have a chance to experience language immersion without the implementation of VR technology. Through this project, we will develop an innovative platform for carrying out collaborative group language exercises in the classroom. These will provide an opportunity for students to practice the target language in a fully immersive way, mimicking the well established methodology of ""Total Physical Response"" in a way that has not been used in language learning before. These tools will enhance the effectiveness of language learning by boosting motivation of students, increasing communicative competencies, improve student focus towards certain details and enhance their cognitive skills. Project results will be developed through collaboration of five institutions from four different countries: Croatia, Spain, Bulgaria and Romania. Four of these are well established adult education institutions that have been providing language services for many years. Fifth partner is a holding company for a number of language schools with a history of providing technological support to language schools, and producing innovative learning platforms. Main project activities are:- production of Virtual Worlds (IO1)- production of VR language tasks (IO2)- production of Teachers' Notes (IO3)- production of User Manual (IO4)- two short-term teacher training events- multiplier events (three one-day workshops and Final Conference)These activities and developed resources lead to the production of our final output - an innovative VR tool for language learning. These also include the piloting of our product in various educational institutions. Supporting activities include teacher training and multiplier events. We expect this project to have a significant impact on both language education providers and language learners. Education providers will increase IT competencies of their teachers and staff, and gain access to an innovative teaching tool that will greatly increase their competitiveness on the market, as well as efficiency of their services. Learners will have an opportunity to experience fully immersive learning environment, leading to an increase in their motivation and decrease in early drop-outs. Long term benefits of our project are numerous. In addition to immediate benefits of implementation of VR technology in language learning, the possibilities of designing new exercises are limitless. We expect that upon completion of our projects, our tools will be implemented in many language schools across the EU, and believe that this will lead to further development of VR tools for language learning."

Multilingualism is one of the cornerstones of the European project and the promotion of language learning is one of the specific objectives of the Erasmus program. Foreign languages have a key role among the skills that help people qualify for higher education, then enter or progress in the labour market, and the prominence of foreign language courses in adult education programs organised both by public and private teaching institutions is well established throughout the EU. But the results of these programs are not always in line with expectations. Adult language students are often demotivated by what they perceive to be a lack of progress and an inability to communicate effectively in their target languages. This can translate into high drop out rates which limit the capacity of language teaching institutions to run courses effectively. Language teachers and teacher trainers are constantly reviewing methodologies and techniques in order to improve the efficacy of their work and in recent years, the introduction of new technologies has often been the catalyst for such revision. But that doesn't mean that older methods are necessarily categorised as redundant and one such method, known in the language teaching profession as Total Physical Response (TPR), is enjoying something of a revival. The premise here is that learning should involve more than mental effort and that acting out the meaning of words facilitates their learning and retention. Drama takes TPR to a new, higher level and provides leaners with the opportunity to develop their speaking skills at the same time as they learn new language items. The main objective of the Remote Theatre project is to provide language teachers and adult language learners with the resources they need to incorporate drama into their language courses on a scale that has never before been attempted, using a range of original resources, developed by experts in the field. The five partners committed to developing the Remote Theatre project are:- International House Bucharest, one of the leading private language schools in Romania- The Hands Up Project, a pioneer of the use of drama in the classroom, combined with modern recording and dissemination technologies- Jantar, a lading language school in Croatia and one of the developers of Amber a web-based school administration system- British School Pisa, a private language school in Italy that has collaborated previously with the Hands Up Project - Molehill Holdings, a company based in Spain that is responsible for a number of language teaching operations in several countries and has experience both in the development of language teaching materials and in large scale project management.The partners have agreed to produce 3 intellectual outputs (IOs). The first of these is a Handbook for language teachers that will explain the theory behind the use of drama in language teaching, suggest how teachers can introduce drama in their classes, and also show them how to record their students in order to provide them with the opportunity to review their performances, and then disseminate their work to a wider audience. The second IO will consist of a series of 30 original short plays that the partners will write specifically for adult leaners. The plays will cover a range of themes, they will each focus on different language items and they will cover all levels from A2 to C2 on the CEFR. The third IO is an interactive, online platform that will serve as the training hub for teachers working through the Handbook (IO1), host the recordings made by teachers and their students of the plays produced in IO2, and provide a forum for further discussion and training for language teachers everywhere. Throughout the project tasks will be allocated according to the expertise of the partners so, for example, Hands Up will be responsible for the teacher training components of IO1, Jantar will take the lead in the development of IO3 and Molehill will be responsible for Quality Assurance. Further decisions will be taken during 3 transnational meetings as well as regular online meetings. Piloting all 3 IOs will take place in the last months of the project and then the results will be disseminated widely via the partners' websites, social media, and at regional and international conferences.The project aims to involve at least 100 teachers and 2,000 learners before one year of completion. Longer term the aim is to multiply these numbers ten times or more. The impact of the project will be measured both in terms of the number of teachers and learners that use the resources created and by the impact using resources has on learner outcomes. We expect learners to become more proficient users of their target language and to be motivated to continue their studies. While the resources we develop will target teachers and learners of English, we expect teachers and learners of other languages to be inspired by the project to create their own plays.