Testing Virtual Reality for Eliminating Japanese University Students' English-Speaking Anxiety: Cases of International Conference and Restaurant

Abstract

Reflecting COVID-19 outbreak that prevents educators from making close contacts with students, digitalization of language teaching is gradually getting educators’ attention. With respect to this situation, this research conducted an experiment of using Virtual Reality (VR) materials for 69 English as a STEM-major Foreign Language (EFL) learners at a Japanese university. Polishing usability of Virtual Reality (VR) English language education materials could improve the learners’ performance of English language use. However, careless use of VR materials could fail, unless the educators consider its technical and pedagogical limitations. The experiment used pairs of Virtual reality headset with two scenarios (international conference and restaurant). From pre-post experiment surveys on speaking anxiety scale, students with higher Test of English for International Communication (TOEIC) listening scores showed more anxiety on speaking. Also, post-experiment open-ended questionnaires suggested that usability of VR materials should be improved.