Utilizing Virtual Reality (VR) Environments to Enhance Real-Life Speaking Situations at Private University in Central Java

Erna Sunarti; Hermansyah Hermansyah

Authors

Erna Sunarti Universitas Islam Sultan Agung, Indonesia Author
Hermansyah Hermansyah Universitas PGRI Palembang, Indonesia Author

Keywords:

Virtual Reality, speaking skills, confidence, language learning, mixed-methods, higher education

Abstract

This study aims to analyze the effectiveness of Virtual Reality (VR) in enhancing the speaking skills of students in the English Literature Program at Universitas Islam Sultan Agung (Unissula). Employing a mixed-methods design, the research involved 38 fourth-semester students, evenly divided into experimental (VR) and control (conventional method) groups. Quantitative data were collected through pre- and post-tests measuring speaking fluency and confidence, while qualitative insights were obtained from interviews, open-ended surveys, and instructor observations. The findings indicate that the VR group achieved significantly greater improvements in both fluency and confidence compared to the control group. Furthermore, the VR learning environment fostered a supportive, collaborative, and motivating atmosphere, encouraging students to communicate spontaneously. These results highlight the substantial potential of immersive technology integration in language education and support the advancement of technology-oriented curricula in Indonesian higher education.

References

Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532

Al Awlaqi, H. A. S. M., & Ghozali, I. (2023). Is oral communication apprehension reasonable?: A study on sociocultural factors among Indonesian EFL learners. REiLA: Journal of Research and Innovation in Language, 5(3), 252–265. https://doi.org/10.31849/reila.v5i3.16634

Bailey, K. M., & Savage, L. (1994). New ways in teaching speaking. TESOL.

Bourgonjon, J., Vandermeersche, G., De Wever, B., Soetaert, R., & Valcke, M. (2016). Players’ perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions. New Media & Society, 18(8), 1732–1749. https://doi.org/10.1177/1461444815569723

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196

Bygate, M. (2018). Speaking. Oxford University Press.

Chen, C. M., & Tsai, Y. N. (2023). Virtual reality in language learning: A review of empirical research. Computers & Education, 193, 104670. https://doi.org/10.1016/j.compedu.2023.104670

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Creswell, J. W., & Plano Clark, V. L. (2023). Revisiting mixed methods research designs twenty years later. Handbook of Mixed Methods Research Designs, 1(1), 21–36.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Fitria, T. N. (2024). Creative writing skills in English: Develop students’ potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1–17. https://doi.org/10.37304/ebony.v4i1.10908

Gadelha, R. M. (2018). Interactive technologies: Virtual and augmented reality in the classroom. Children and Libraries, 16(2), 29–31. https://doi.org/10.5860/cal.16.2.29

Godwin-Jones, R. (2016). Emerging technologies: Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9–19. https://www.lltjournal.org/item/2958

Hockly, N. (2016). Focus on learning technologies. Oxford University Press.

Huang, H. M., & Liaw, S. S. (2018). An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1), 91–115. https://doi.org/10.19173/irrodl.v19i1.2503

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Laia, I. F. (2023). Students’ anxiety in speaking English at eighth grade students of SMP Negeri 3 Dharma Caraka Telukdalam. Research on English Language Education, 4(2), 30–39. https://doi.org/10.57094/relation.v4i2.681

Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486–497. https://www.jstor.org/stable/jeductechsoci.18.4.486

Miftahul Jannah, D., Nuraisyah, D., Sumarni, S., Liswati, H. R., & Qamariah, Z. (2025). Innovative teaching with TELL: Enhancing speaking skills through digital applications. Journal Innovation in Education, 3(1), 138–146. https://doi.org/10.59841/inoved.v3i1.2143

Minocha, S., & Reeves, A. J. (2021). Virtual reality and 3D animation in education: A review of the literature. British Journal of Educational Technology, 52(2), 560–577. https://doi.org/10.1111/bjet.13045

Neuman, W. L. (2019). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847

Oktari, N. F. (2024). Investigating EFL students’ strategies to overcome barriers in improving speaking skills through English club [Undergraduate thesis, Universitas Islam Negeri Ar-Raniry Banda Aceh]. https://repository.ar-raniry.ac.id/id/eprint/34541/

Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392

Robinson, J. (2024). Likert scale. In Encyclopedia of quality of life and well-being research. Springer. https://doi.org/10.1007/978-3-031-17299-1_1654

Sakhiyya, Z. (2019). English as a lingua franca: Perspectives for English language teaching and for teacher education. Proceedings of the 3rd International Conference on English Language Teaching and Teacher Education, 1–8. https://doi.org/10.2991/eltlt-18.2019.24

Saraswati, N. A., Anam, S., & Purwati, O. (2021). Autonomous mobile-assisted language learning for young learners using Duolingo. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 235–246. https://doi.org/10.22219/celtic.v8i2.16959

Shahnazi, H., Araban, M., Karimy, M., Basiri, M., Ghazvini, A., & Stein, L. (2021). A quasi-experimental study to improve health service quality: Implementing communication and self-efficacy skills training to primary healthcare workers in two counties in Iran. BMC Medical Education, 21(1), 369. https://doi.org/10.1186/s12909-021-02796-4

Shi, C., Kassim, A., Raha, N., & Radzuan, M. (2024). Improving EFL learners’ English public speaking performance through project-based learning strategy at tertiary level. Language Teaching Research Quarterly, 42, 126–144.

Sifakis, N. (2023). Metacognitive and metalinguistic activities can raise ELF awareness: Why and how. Journal of English as a Lingua Franca, 12(1), 43–66. https://doi.org/10.1515/jelf-2023-2006

Suryana, I., Hidantikarnillah, V., & Oktavianti, I. N. (2020). Enhancing students’ English speaking skills through web-based teaching. Eduvelop, 3(2), 90–104. https://doi.org/10.31605/eduvelop.v3i2.601

Tuspekova, A., Mustaffa, R., & Ismail, K. (2020). Understanding English speaking practice in public schools in Kazakhstan: A case study in Almaty. 3L: Language, Linguistics, Literature, 26(1), 171–185. https://doi.org/10.17576/3L-2020-2601-12

Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024). Relationships between self-efficacy and teachers’ well-being in middle school English teachers: The mediating role of teaching satisfaction and resilience. Behavioral Sciences, 14(8), 629. https://doi.org/10.3390/bs14080629

Yadollahi, S., Moloodi, A., & Rahimi, M. (2024). Analyzing the development of a longitudinal error-tagged English learner corpus: Exploring accuracy development in Iranian EFL learners’ writing. Journal of Modern Research in English Language Studies, 12(1), 147–171.

Yıldırım, G. (2020). The effects of virtual reality on EFL learners’ speaking achievement, anxiety, and self-efficacy. Computer Assisted Language Learning, 33(7), 858–880. https://doi.org/10.1080/09588221.2019.1619582

Zhang, H., & Zou, D. (2022). Applications of virtual reality in language learning: A systematic review. Educational Technology Research and Development, 70(2), 631–655. https://doi.org/10.1007/s11423-021-10022-0

Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (AI)-assisted language learning. Sustainability, 15(4), 2872. https://doi.org/10.3390/su15042872