Virtual Reality and Linguistic Output in Task-Based Foreign Language Speaking

Abstract

While earlier studies suggest that Virtual Reality (VR) can boost learner motivation and lower anxiety, its impact on language production has been less clear. This study examines how VR can be integrated with Task-Based Language Teaching (TBLT) to support second language (L2) learning. It compares the outcomes of a VR-based speaking task with those of a conventional videoconferencing tool (Zoom). The study particularly focuses on learners’ vocabulary use by part of speech and their perceptions of task performance in a VR setting. Data were collected from 32 Japanese university students who performed a map-based speaking activity using VR and Zoom. The results of the study indicated that VR use was associated with higher word counts, more frequent use of pronouns, and positive learner perceptions of engagement and recall. At the same time, practical challenges remain regarding classroom implementation and long-term feasibility.