Abstract

This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty upper-intermediate EFL learners were divided into experimental and control groups role-playing as museum guides with and without Google Expeditions VR tool, respectively. Data collection comprised the participants' video-recorded oral performance, willingness to communicate scale, and focus group semi-structured interviews. Independent and paired sample t-test measures were used to investigate the groups' differences in terms of their WTC and oral proficiency development. Thematic analysis was also adopted to explore the participants' attitudes and perceptions toward the use of Google Expeditions in language classrooms. Quantitative findings showed that the experimental group significantly outperformed the control group in terms of oral performance and were more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that the VR tool enhanced the participants' general knowledge, motivation, enthusiasm, cultural awareness, and confidence.

摘要

本研究报告了关于虚拟现实 (VR) 工具对伊朗 EFL 学习者交流意愿 (WTC) 和口语能力的影响的混合方法调查结果。将 20 名中高级 EFL 学习者分为实验组和控制组，分别在使用和不使用 Google Expeditions VR 工具的情况下扮演博物馆导游的角色。数据收集包括参与者录制的口头表演视频、交流意愿量表和焦点小组半结构化访谈。独立和配对样本 t 检验措施用于调查各组在 WTC 和口语能力发展方面的差异。还采用主题分析来探索参与者对在语言课堂中使用 Google Expeditions 的态度和看法。定量结果表明，实验组在口头表达方面明显优于对照组，并且在实验结束时更愿意交流。定性数据的主题分析表明，VR 工具增强了参与者的一般知识、动机、热情、文化意识和信心。