Immersive Virtual Reality as a Rehearsal Space for L2 Speaking: EFL Learners’ Perceived Social Presence, Situational Motivation, and Willingness to Communicate

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Üstünbaş Z., Gürsoy E.

Journal of language research (Online), cilt.10, sa.2, ss.314-331, 2026 (TRDizin)

Özet

Communicating in English as a Foreign Language (EFL) requires affective preparedness, particularly L2 motivation and willingness to communicate (WTC), yet many learners have limited access to authentic, low-stakes speaking opportunities in contexts where English is rarely used beyond the classroom. As a result, engaging in meaningful conversational experiences can remain challenging, especially for learners with constrained social opportunities and affective barriers. In this respect, Virtual Reality (VR), which can simulate real-world interactions in a digitally immersive environment, may provide learners with contextualized, a near-authentic setting for conversational rehearsal. To address this gap, this study explored the perceptions of eight Turkish EFL learners regarding the pedagogical affordances of the VR system and its perceived influence on their situational L2 motivation and WTC. Within this scope, the study adopted a qualitative case study design with thematic analysis using semi-structured interviews and written self-reports. The participants completed six scenario-based conversation episodes in a language app, interacting with virtual interlocutors via a high-immersion head-mounted display. Overall, the participants reported positive perceptions of a highly immersive VR experience and described it as supportive of situational L2 motivation and WTC in L2. The findings may point to the potential of immersive VR to support affective engagement and communicative readiness in resource-limited EFL settings.