Immersive Virtual Reality in Language Learning: A New Tool for EFL Education

Imagine being in a busy London café, surrounded by native English speakers. You order a coffee, chat with the barista, and hear conversations at other tables—all without leaving your classroom. This is the benefit of immersive Virtual Reality (iVR) in language learning, a technology changing how students learn foreign languages.

A recent study looked at how effective iVR is for teaching English as a Foreign Language (EFL) to university students at the B1 level. The research compared traditional audio-only exercises with two iVR methods: passive iVR (where students watch a virtual environment) and interactive iVR (where they actively engage with virtual objects and characters). The study provided important insights into how virtual environments affect motivation, retention, and the overall learning experience.

Making Learning Feel Real

Traditional language learning often uses repetitive drills, textbook dialogues, and audio exercises. While these methods can be helpful, they may not feel connected to real-world communication. Supporters of iVR believe virtual environments offer a different experience: contextual immersion.

In the study, students in the passive iVR group observed a virtual office meeting, where avatars talked using realistic gestures and lip-syncing. The interactive iVR group explored a virtual mall, where they could pick up objects, read labels, and engage in conversations by interacting with items. Both experiences aimed to simulate real language use, something traditional audio exercises may struggle to do.

Interestingly, the study found no significant difference in knowledge retention between iVR and traditional listening exercises. This might seem discouraging—why invest in expensive VR equipment if it doesn’t improve test scores? However, the actual value of iVR lies in engagement and motivation.

Why Students Prefer iVR

One key finding was that 92.5% of students preferred iVR over traditional exercises. The interactive iVR scored high in user satisfaction. This aligns with previous research showing that presence—the feeling of “being there”—boosts motivation to learn.

Passive iVR created a strong sense of “experienced realism” (users felt the scenario was believable). Although interactive iVR felt a bit less realistic due to teleportation effects, students found it more enjoyable and engaging. This shows that while iVR may not yet surpass traditional methods for knowledge retention, it offers a more enjoyable learning experience, which is essential for long-term language learning.

Challenges and Considerations

While promising, iVR in education faces some challenges:

• The Novelty Factor: Some students were so fascinated by the virtual environment that they lost focus on the language content. Future studies should explore whether repeated use reduces this distraction.
• Cybersickness: A few users reported mild discomfort, but high refresh rates and stable performance reduced this issue. Interestingly, those who felt cybersickness afterward preferred traditional learning methods a bit more.
• Cost and Accessibility: High-quality VR equipment remains prohibitively expensive for many schools. However, as prices decrease and standalone headsets (like the Oculus Quest) become more available, more institutions may adopt this technology.

The Future of iVR in Language Learning

The study suggests that iVR should not replace traditional methods but should complement them. Imagine a curriculum where:

• Audio exercises strengthen listening skills.
• iVR sessions provide real-life practice—like ordering food, navigating a train station, or participating in a job interview.
• Classroom discussions connect virtual and real-world applications.

Future research could explore:

• Long-term retention—does iVR improve recall over weeks or months?
• Social VR—could multiplayer environments allow students to interact with peers in the target language?
• AI-driven avatars—could responsive characters enhance conversation practice?

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