Exploring the Impact of Virtual Reality on Developing EFL Learners’ Speaking Skills in Situated Learning   

Abstract

The utilization of Virtual Reality (VR) has proven effective in enhancing the speaking skills of English as a Foreign Language (EFL) learners by providing an authentic learning environment conducive to situated learning. This exploratory mixed-method study explored the impact of VR-enhanced instruction on EFL learners' speaking skills and their perception of the learning experience within the context of situated learning. 16 first-year undergraduate students majoring in English at a Chinese public university participated in role-playing speaking exercises through the desktop-based VR application, Immerse. The research employed various instruments, including a pretest and a posttest covering comprehension, pronunciation, fluency, grammar, and vocabulary. Additionally, participants filled out a presurvey detailing demographic information and a post-survey assessing their overall perception of the learning experience in VR. Semi-structured interviews were also conducted. Quantitative analysis of the test results revealed a significant improvement in learners' speaking performance (t (15) = 7.69, p < 0.01, Cohen's d = 1.79), with notable enhancements in vocabulary, fluency, and grammar. A thematic analysis of the interview and open-ended responses in the post-survey supported the quantitative findings, emphasizing that authentic contexts in the VR environment can help EFL learners enhance knowledge comprehension and retention, engagement and motivation, and knowledge transfer to real life, which can facilitate situated learning.