Students’ Attitude Toward Learning and Practicing English in a VR Environment

Virtual Reality (VR) technology has been engaged in educational content for students of all ages. A VR headset completes a new world with user-friendly interface, gesture controls, customized educational resources, and hands-on teacher controls. Learners are able to apply and practice their target language. Thus, the purpose of this study was to investigate learners’ attitude and usefulness toward the implementation of VR technique in L2 learning. VR technique assists target language learning was designed according to the curricular objectives and the subject matter of a private electrical and technical university. Mixed method was applied and 117 freshmen participated in the study. A list of questionnaires of VR technique assists target language learning was applied for the first phase of data collection. Furthermore, a semi-structure interview and a field note techniques were carried out to be the main method for the detailed qualitative data. 15 participants were randomly involved in reflecting the experience of learning English in a VR environment. The results indicated that learning the target language in a VR environment was a practical intervention for developing independent motivator. L2 students have better attitudes toward their learning experiences. Meanwhile, the perceived satisfaction and usefulness positively affect learners’ behavioral intention of VR usage and target language learning.