The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy

Abstract

Virtual Reality (VR) has been used to enhance EFL learners’ speaking skills due to its immersive and interactive features. This study thus investigated the effects of VR on elementary school students' English-speaking performance and such affective variables as their willingness to communicate (WTC) and learning autonomy. Fifty-six EFL sixth graders participated in a tour in a museum. When learning and practicing dialogues and vocabulary related to the museum, students in the experimental group ( n = 28) were guided with Cospaces, a VR software package, with VR headsets, while their counterparts ( n = 28) were guided with pictures only. Instruments included a validated speaking test on (1) pronunciation, fluency, and intonation and (2) grammar and lexical use, adopted questionnaires on WTC and learning autonomy, and semi-structured interviews. Results demonstrated that VR significantly increased students’ grammar and lexical use in their speaking performance, but not their pronunciation, fluency and intonation, WTC, or learning autonomy.