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Journals / Journal of Language Research / 2026 / Cilt: 10 Sayı: 2

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

İngilizce Konuşma Becerisi İçin Prova Ortamı Olarak Sürükleyici Sanal Gerçeklik: İngilizceyi Yabancı Dil Olarak Öğrenenlerin Sosyal Bulunuşluk, Durumsal Motivasyon ve İletişim Kurma İsteği Üzerine Algıları

Zafer Üstünbaş(BOLU ABANT IZZET BAYSAL UNIVERSITY, SCHOOL OF FOREIGN LANGUAGES)0000-0003-2687-4892
Esim Gursoy(BURSA ULUDAG UNIVERSITY)0000-0003-3715-4583
Pages
314–331
Publication Date
2026-07-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

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Objective & Hypothesis: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.
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Key Findings & Data: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.
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Conclusion & Impact: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.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:iletişim kurma isteği · İngilizceyi yabancı dil olarak öğrenenler · sanal gerçeklik

Abstract

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 daily 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.

Özet

İngilizcede iletişim kurmak, özellikle yabancı dil motivasyonu ve yabancı dilde iletişim kurma istekliliği açısından duyuşsal bir hazırbulunuşluk gerektirir. Ancak İngilizcenin sınıf ortamı dışında nadiren kullanıldığı bağlamlarda birçok öğrenci, doğal ve düşük riskli konuşma imkânlarına sınırlı ölçüde erişebilmektedir. Bu nedenle sosyal etkileşim olanakları kısıtlı olan ve duyuşsal engeller yaşayan öğrenciler için anlamlı iletişim ortamlarına katılım daha da zorlaşmaktadır. Bu noktada, gerçek dünya etkileşimlerini dijital ve sürükleyici bir ortamda simüle edebilen sanal gerçeklik teknolojisinin, bağlamı olan ve doğallığa yakın bir konuşma alıştırması ortamı sunabileceği düşünülmektedir. Bu boşluktan hareketle bu çalışma, İngilizceyi yabancı dil olarak öğrenen sekiz öğrencinin sanal gerçeklik sisteminin pedagojik olanaklarına ilişkin algılarını ve bu deneyimin durumsal yabancı dil motivasyonu ile yabancı dilde iletişim kurma istekliliği üzerindeki algılanan etkisini incelemiştir. Araştırma nitel durum çalışması deseninde yürütülmüş; veriler yarı yapılandırılmış görüşmeler ve yazılı öz-raporlar aracılığıyla toplanmıştır. Verilerin çözümlemesinde tematik analiz kullanılmıştır. Katılımcılar, yüksek düzeyde sürükleyicilik sağlayan sanal gerçeklik gözlüğü ile bir dil uygulamasında senaryo temelli altı adet günlük konuşma etkinliğini tamamlamış ve sanal muhataplarla etkileşime girmiştir. Genel olarak katılımcılar, sanal gerçeklik deneyimine ilişkin olumlu algılar bildirmiş ve bu deneyimi durumsal yabancı dil motivasyonunu ve yabancı dilde iletişim kurma istekliliğini destekleyen bir uygulama olarak betimlemiştir. Bulgular, bu tür sanal gerçekliğin iletişimsel kaynakların sınırlı olduğu yabancı dil bağlamlarında duyuşsal katılımı ve iletişime hazırbulunuşluğu destekleyebileceğini göstermektedir.

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Cite This Article

Üstünbaş, Z., Gursoy, E. (2026). Immersive Virtual Reality as a Rehearsal Space for L2 Speaking: EFL Learners’ Perceived Social Presence, Situational Motivation, and Willingness to Communicate. Journal of Language Research, Cilt: 10 Sayı: 2, 314–331. https://doi.org/10.51726/jlr.1906805

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