virtual-reality
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- PaperReCALL17 Jul 2026
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
Yulia Khoruzhaya, Kara Moranski, Alexandra Neuenschwander, Nicole Ziegler
A meta-analysis of 18 studies (n=996) found that high-immersion virtual reality (HiVR) significantly improved L2 learners' socio-emotional outcomes, including presence, self-efficacy, motivation, and engagement, while reducing anxiety, compared to low-immersion instruction. The overall effect size was g=0.50, with variability explained by learner proficiency and target language, but not by educational level or VR design features.
Original abstract
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the extent to which this effect varies as a function of three groups of moderators, including specific socio-emotional variables as well as learner- and treatment-related characteristics. Regarding educational level, the included studies evaluated secondary and postsecondary L2 learners. Using a random-effects model, the resulting aggregate effect size across studies was g = 0.50. Subsequent moderator analyses showed that HiVR significantly increased L2 learners’ sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety as compared to less immersive experiences. Additionally, variability in the effect of HiVR was explained by learners’ proficiency level and target language. No significant moderating effect was identified for educational level, HiVR content, HiVR learning activities, and head-mounted display type. These findings underscore HiVR’s potential as a powerful tool for improving socio-emotional outcomes in L2 learning.
- 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.
- PaperComputer Assisted Language Learning3 Jul 2026
Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety
Gwo-Jen Hwang, Chu-Yun Lin, Mei-Rong Alice Chen
Investigates the effects of integrating concept mapping into spherical video-based virtual reality speaking tasks on EFL learners' speaking performance, self-efficacy, and speaking anxiety.