Virtual reality is not always a cure-all: evidences from a quasi-experiment of EFL business speaking courses

Abstract

ABSTRACT English speaking has been seen as a challenge for many English as a foreign language (EFL) learners, since they have limited chances to practice English-speaking skills. Therefore, it is essential to provide learners with adequate English-speaking contexts. To address this issue, this study integrated virtual reality (VR) into English speaking classes and aimed to explore the effects of VR on English oral proficiency, speaking anxiety, and emotions, as well as students’ perceptions. Forty university students from two classes were assigned as an experimental group and a control group. The students in the experimental group practiced English speaking with the VR tools, while those in the control group used PowerPoint. Data analysis revealed conflicting results. While ANCOVAs disclosed no significant difference between the two groups regarding their post-intervention oral proficiency, speaking anxiety, and emotions, qualitative analysis of semi-structured interviews indicated that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools to practice speaking before formal situations in real life. Furthermore, three themes characterized students’ perceptions: “training simulation,” “learning without time or space limitations,” and “providing a safe learning environment.” Finally, interpretations of such conflicting results are offered and implications are proposed.