Virtual reality (VR) has been recognized as a promising technological advancement in computer-assisted language learning, particularly in foreign language environments, as it can enable second language (L2) learners to meaningfully engage with the target language. However, research is needed that investigates VR’s influence on L2 learning beyond the accuracy and fluency of speech production, including aspects such as pragmatics. Thus, this study explores the effectiveness of a VR tool on the development of L2 English learners’ oral pragmatic abilities. A quasi-experimental, mixed methods design was adopted with university students in Turkey who participated in a control (n = 30) or experimental group (n = 30). For six weeks, the experimental group completed various VR-related tasks using the platform ImmerseMe, while the control group completed regular classroom activities. Data included a pretest-posttest involving oral discourse completion tests, along with semi-structured interviews to examine students’ perceptions of VR. The results revealed that while the VR group made greater gains on average, these differences between groups were not statistically different. Follow-up interviews revealed that students generally enjoyed using VR tasks and felt they were effective, but they also faced challenges. Implications are discussed for future L2 research and teaching with VR.
Akay et al. (Tue,) studied this question.
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