This study explores the impact of telecollaboration on Japanese university students’ Englishspeaking proficiency, cultural understanding, foreign language anxiety and motivation to learn English, while also examining the feasibility of integrating virtual reality (VR) into telecollaboration. Eighteen first-year students participated in four telecollaboration exchanges with university students learning Japanese at a university in the U.S., focusing on conversational practice and intercultural exchange. The study employed pre- and post-PROGOS tests, a postexchange questionnaire, and the analyses of the students’ reflection to evaluate outcomes. The participants perceived that telecollaboration effectively increased cultural understanding and motivation to learn English, while it helped them lower anxiety. However, improvements in speaking proficiency were limited, with participants citing challenges in building confidence and maintaining spontaneous conversations. Expanding the number of telecollaboration exchanges and incorporating targeted pragmatic instruction may enhance speaking proficiency and conversational confidence. The trial integration of VR into telecollaboration offered a novel and engaging environment for language practice, with participants reporting increased motivation and reduced anxiety, though technical and logistical challenges were noted. While VR holds potential for enhancing telecollaboration, further research is needed to address implementation challenges and optimize its use.
Yukie Saito (Tue,) studied this question.
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