VietTESOL International Convention 2025

This study investigates the impact of mobile Virtual Reality (VR) applications (specifically Mondly VR and ImmerseMe) on English speaking skills and communication confidence among English-major students at FPT University, Vietnam. Despite the growing interest in VR for language education, empirical evidence regarding its specific effects on speaking proficiency and learner confidence in the Vietnamese context, particularly with accessible mobile VR platforms, remains limited. Employing a mixed-methods approach, the quantitative phase involved a quasi-experimental design comparing a VR intervention group with a traditional instruction control group to assess improvements in pronunciation, fluency, grammar, and vocabulary. Pre and post-intervention speaking tests, as well as self-efficacy questionnaires, were administered to measure changes in speaking skills and confidence levels. Concurrently, the qualitative phase utilized semi-structured interviews and focus groups to explore students' perceptions, experiences, and the factors influencing their engagement and motivation when using mobile VR for speaking practice. Initial findings are expected to reveal significant improvements in various aspects of speaking skills and enhanced communication confidence within the VR intervention group. Furthermore, the qualitative data aims to uncover the unique affordances and challenges associated with integrating mobile VR into autonomous language learning, providing insights into user acceptance and pedagogical implications. This research contributes to the burgeoning literature on technology-enhanced language learning, offering valuable consequences for educators and curriculum developers seeking to leverage accessible VR technologies to foster effective English speaking proficiency and greater learner autonomy in a developing country context.
Keywords: Mobile VR, English Speaking Skills, Communication Confidence, ELT, Technology-Enhanced Language Learning.