Integrating virtual reality into spoken English instruction: a mixed-method study
TL;DR
A virtual reality (VR)-based instructional system that integrates immersive scenarios, avatar-based interaction, and task-based learning activities to support oral communication practice is designed and implemented that demonstrates how existing immersive technologies can be systematically integrated into spoken English instruction.
Abstract
This study addresses the challenge of providing scalable and immersive environments for spoken English training in foreign language education. To this end, we designed and implemented a virtual reality (VR)-based instructional system that integrates immersive scenarios, avatar-based interaction, and task-based learning activities to support oral communication practice. A convergent parallel mixed-method design was employed to evaluate the effectiveness of the proposed instructional framework. Using convenience sampling, 60 university students from two intact English classes voluntarily participated in the study. One class ( n = 30) received VR-supported instruction, whereas the other class ( n = 30) received traditional instruction. Quantitative data were collected through pre- and post-intervention IELTS speaking assessments, while qualitative data were obtained from questionnaires and interviews to examine learners’ perceptions and experiences. Quantitative analyses, including independent-samples t -tests and ANCOVA, revealed no statistically significant difference in speaking proficiency between the two groups. However, a small effect size (Cohen's d = 0.2085) suggested a modest advantage for the VR group. Qualitative findings indicated high levels of learner engagement and perceived improvement, with over 90% of participants reporting increased confidence, vocabulary use, and opportunities for authentic communication. Learners particularly valued the immersive environments, avatar-based interaction, and immediate feedback provided through the VR platform. Rather than developing a new VR engine, this study contributed a structured instructional framework that demonstrates how existing immersive technologies can be systematically integrated into spoken English instruction. The findings provide practical insights into the pedagogical design, implementation, and classroom integration of VR technologies for language learning.