Does VR benefit speaking proficiency? An experimental study

Abstract

Recent studies have shown positive results regarding using virtual reality for language learning, specifically speaking. Their findings illustrated the efficiency of VR on L2 affective variables; however, other studies showed contradictory results regarding its impact on speaking development. Limitations related to the methodology design, instructional approach and the type of VR technology have led to inconsistency of the results. Consequently, researchers have called for further experimental studies to get more insights about the effectiveness of VR in the language learning field. This study attempted to fill this gap, considering the learners’ L2 willingness to communicate and their speaking development. A quasi-experimental study was conducted using the Task-based language teaching approach. The study included 27 Arabic language learners in two groups performing the same 15 tasks but in different contexts (VR versus physical classroom) during two semesters. Data were collected from the pre- and post-tests, journal entries, and recording sessions and analyzed using the mixed-method approach. The findings showed no statistically significant results regarding the WTC and speaking proficiency between the groups. However, the findings illustrated essential insights that enhance practitioners, teachers and schools’ understanding of how and when VR can effectively boost learners’ engagement and language development.