speaking-fluency
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- PaperLanguage Teaching Research9 Jul 2026
Embarking on Virtual Exchange for English as a Multilingua Franca Context: Comparing Virtual Reality and Non-Virtual Reality Approaches to Enhance Second Language Speaking Fluency
Van Huynh Ha Le, Denchai Prabjandee, Punwalai Kewara
This study compared explicit and implicit communication strategy instruction combined with low-immersion virtual reality (VR) versus non-VR approaches to enhance L2 speaking fluency among 159 Vietnamese undergraduates in an English as a Multilingua Franca (EMF) context. The explicit+VR group achieved the greatest fluency gains, while both VR groups surpassed the non-VR group in confidence, perceived language skills, and transcultural competence. The results introduce Emergent-Dialogue Virtual Exchange, a pedagogical model leveraging unscripted VR communication to bridge classroom learning and global English use.
Original abstract
Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. This study compared two approaches of communication strategy instruction, explicit and implicit, combined with low-immersion virtual reality. Over 11 weeks, 159 Vietnamese undergraduates were randomly assigned to one of three instructional conditions: Explicit + virtual reality, Explicit + non-virtual reality, and virtual reality Implicit. Data sources were video recordings of pre-, post-, and delayed speaking tests, as well as learners’ reflections. The data were analyzed using the ELSA Speech Analyzer to measure second language speaking fluency and qualitative content analysis to explore learners’ perceived affordances and challenges of virtual reality implementation. Results showed that the Explicit + virtual reality group achieved the greatest gains in second language speaking fluency, whereas both virtual reality groups (explicit and implicit) outperformed the non-virtual reality group in confidence, perceived language skills, and transcultural competence. On the delayed test, although no significant difference was found between the two virtual reality groups, all three groups showed improved second language speaking fluency, with both virtual reality groups still outperforming the non-virtual reality group. The study introduces Emergent-Dialogue Virtual Exchange, a new pedagogical model grounded in unscripted, spontaneous communication via virtual reality. Emergent-Dialogue Virtual Exchange positions low-immersion virtual reality as a scalable, contextually responsive space for English as a multilingua franca communication. These findings underscore the pedagogical potential of combining communication strategy instruction with virtual reality to support fluency, adaptability, and intercultural competence in the English as a multilingua franca context, bridging the gap between the classroom and the complex realities of global English use.
- PaperDOAJ — ELT & TESOL1 May 2026
From fear to fluency: Examining anxiety in English language learners and strategies to minimize it
Teuku Azhari, Ratri Candrasari, Dini Rizki, Dewi Kumala Sari et al.
This qualitative study of 66 Indonesian civil engineering students and 4 ELT lecturers found that language anxiety, triggered by speaking in front of class and fear of errors, significantly hinders fluency through cognitive disruption and reliance on memorization. Key factors included pronunciation difficulties, fear of peer judgment, and low self-efficacy. Teachers mitigated anxiety through pair work, small-group discussions, and positive reinforcement.
Original abstract
Language anxiety is a prevalent issue among English language learners (ELLs) and continues to negatively affect their language learning and performance. This study investigated key factors contributing to language anxiety and examined its influence on learners’ fluency and overall English proficiency. The study explored how anxiety manifests in learners and the strategies used to reduce its effects in the classroom. Employing a qualitative phenomenological design, the study was conducted at a university in Indonesia. The population consisted of 138 civil engineering students from four classes, of whom 66 were randomly selected as participants. In addition, four ELT lecturers who teach English on campus participated in this study. Data were collected through semi-structured interviews consisting of 15 guiding questions and analyzed using thematic analysis. The findings indicate that learners experienced heightened anxiety when they were required to speak in front of the class and when anticipating errors. Pronunciation difficulties, fear of peer judgment, and low self-efficacy were identified as the major contributing factors. Anxiety was found to significantly hinder fluency, manifesting in cognitive disruption, slow speech production, and loss of confidence, which often led learners to rely on memorization rather than spontaneous responses. To address these challenges, English language teachers implemented strategies such as pair work, small-group discussions, and positive reinforcement. These practices contributed to a more supportive learning environment and encouraged learner participation. Therefore, teachers should regularly integrate pair work and small-group discussions into their classes, and relevant institutions should offer training in anxiety-reduction strategies.