Publisher

SANIYASANIYA

Journal Asshika: Journal of English Language Teaching & LearningAsshika: Journal of English Language Teaching & Learning Abstract

This study explores the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in developing speaking fluency through interactive simulation. The studys results indicate that using VR proves effective in providing action in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. The study also highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.

Conclusion

This study confirms that the use of Virtual Reality (VR) technology has significant potential in improving pronunciation and fluency skills in the context of learning English as a foreign language (EFL).Through the interactive simulation offered by VR, learners can practice speaking skills in an environment that mimics real-world situations with less anxiety.However, the effectiveness of VR in improving pronunciation and fluency still requires further research, especially related to its long-term implementation and application in the broader classroom context.Further research involving more realistic classroom conditions and individual difference analysis is needed to optimize the use of VR in English learning.

Future Research

Future research should investigate the long-term retention of pronunciation and fluency improvements achieved through VR, extending the intervention period beyond the current ten weeks to assess sustained benefits. Additionally, studies should explore the impact of individual learner differences, such as prior language experience and learning styles, on the effectiveness of VR-based language practice to personalize learning experiences. Finally, research could focus on developing and evaluating VR applications specifically designed for real-world classroom integration, addressing practical challenges and maximizing the benefits of VR for diverse learners and educational settings, ultimately contributing to a more comprehensive understanding of how VR can be effectively utilized to enhance English language acquisition.

References

1. How Can English Language Educators Support and Work With Undocumented and DACA Students in Higher Education?... doi.org/10.1002/tesq.498How Can English Language Educators Support and Work With Undocumented and DACA Students in Higher Education doi 10 1002 tesq 498

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Pages	11
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