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In today's interconnected world, spoken English proficiency is crucial for success in higher education and in the workplace. This study examines the effectiveness of an innovative virtual world platform (Englehaven Island on OpenSim) in teaching advanced language skills. The research investigates whether immersive, experiential learning with teacher presence can enhance students’ confidence, motivation and aural-oral skills in English. Employing a mixed-methods design, the study analysed data from end-of-course questionnaires (N = 41), comprehensive course data, participant observation (N = 116) and seven in-depth interviews. Participants reported significant improvements in speaking (fluency, pronunciation, vocabulary and grammar) and listening, corroborated by quantitative data. The virtual world environment, accessed through avatars, mitigated foreign language anxiety and boosted confidence. Time spent in the virtual world positively correlated with perceived improvement, particularly in vocabulary. The gamified elements and social interactions within the platform seem to have enhanced motivation. Teacher presence in the virtual world was also highly valued, contributing to student engagement and perceived improvements. However, technological issues posed challenges for some participants, affecting their experience. The study reveals that language immersion facilitated by teacher presence and virtual world technology appears to have significant potential for enhancing speaking skills, especially for students lacking confidence. The innovative approach presented here appears to offer an engaging and effective learning experience for improving speaking skills for students in higher education. The findings suggest that virtual worlds can be a valuable tool in language education, particularly for developing spoken proficiency in academic contexts.
Hoter et al. (Wed,) studied this question.