Prompts matter in virtual reality environments? A progressive prompt approach to enhance English-speaking performance in students from low socioeconomic status

Students from low socioeconomic status (SES) often face barriers to foreign language acquisition, including limited access to quality educational resources and authentic language experiences. To address these challenges, this study proposed a progressive prompt-based VR (PP-VR) learning approach, which created an interactive, engaging, and contextually rich environment. Within this environment, low-SES learners are guided through progressively complex prompts to facilitate deep reflection and effective learning. To evaluate the effectiveness of the proposed approach, a mixed-methods research design was conducted in a secondary school with 51 learners in two classes – 33 in the experimental group and 28 in the control group. The experimental group of students used the PP-VR approach for speaking practice, whereas the control group used the conventional prompt-based approach. The results showed that the PP-VR approach positively affected students’ English-speaking performance and learning conceptions. Qualitative results further revealed increased motivation, enjoyment, and a sense of achievement among students, highlighting the potential of VR to transform language education for underserved communities. This study offers a practical and scalable instructional approach to support the English-speaking development of low-SES learners and promote educational equity through immersive learning experiences.