Purpose This study aims to investigate the effectiveness of Chill Talk, a virtual reality (VR)-enhanced online learning platform, in improving the presentation skills of English as a Second/Foreign Language (ESL/EFL) learners. This research focuses on three key areas: declarative knowledge of public speaking, practical presentation performance and learners’ self-perceived confidence and public speaking anxiety (PSA) levels. Design/methodology/approach This study adopted an exploratory methodology with 43 university students in Hong Kong who engaged with Chill Talk for two months for self-directed learning. The platform integrated knowledge-based learning modules, VR practice sessions and interactive features. Data were collected through pre- and post-study questionnaires, knowledge-based multiple-choice tests and video-recorded presentation tasks on academic preferred speeches. Paired-samples t-tests were conducted to evaluate changes in declarative knowledge, practical skills and self-perceived confidence. Findings The results revealed significant improvements in learners’ declarative knowledge and presentation performance across all dimensions, including content, organization, fluency, pronunciation and delivery. Participants also reported enhanced confidence and reduced PSA levels. The platform’s high accessibility and immersive VR features, such as slide integration and audience simulation, were key contributors to enhanced learning outcomes and experiences, as well as greater flexibility, autonomy and effectiveness. Originality/value Rather than claiming causal superiority of VR over other instructional modes, this exploratory study contributes a design-oriented evaluation of a VR-enhanced learning platform that integrates declarative knowledge, objectively assessed performance and affective outcomes within a single instructional ecology. Chill Talk’s constructivist design, affordability and integration of slide functionality offer a novel, accessible and comprehensive solution for ESL/EFL learners, advancing the pedagogical and technological applications of VR in language education.
Venus Chan (Thu,) studied this question.