The Future of Education
The Impact of AI Avatars in Low-Immersion Virtual Reality on Foreign Language Anxiety and Speaking Proficiency among Japanese EFL Students
Yukie Saito, Chuo University (Japan)
Abstract
Japanese English as a Foreign Language (EFL) learners preparing for study abroad often face substantial barriers, notably high foreign language anxiety (FLA) and limited opportunities for authentic speaking practice. Recent educational technologies may help address these challenges: Virtual Reality (VR) can simulate realistic contexts (Dionisio et al., 2013) and Artificial Intelligence (AI) can provide interactive practice (Qiao & Zhao, 2023; Üstünbaş, 2024). This study investigated whether speaking practice with AI avatars in low-immersion VR (LiVR; a standard 2D display) can reduce FLA and support speaking proficiency. Using a one-group pre-test/post-test design, 11 Japanese university students completed a one-month intervention on the Immerse VR platform. Outcomes were measured with the Versant speaking test and questionnaires assessing FLA adapted from the FLCAS (Horwitz et al., 1986) and motivation. Results showed a statistically significant reduction in FLA (Pre-Mean=3.30, Post-Mean=2.47; p=.0010; Cohen’s d=-1.518). Overall speaking proficiency increased by an average of 3.09 points on Versant but did not reach statistical significance (p=.0847), consistent with evidence that short-term VR interventions may yield limited fluency gains (Yudintseva, 2023). These findings suggest LiVR-based AI-avatar practice can lower anxiety and help learners feel more confident and prepared for real-life speaking situations during study abroad.
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Keywords |
low-immersion VR; AI avatars; foreign language anxiety; speaking proficiency; study abroad preparation |
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REFERENCES |
[1] Dionisio, J. D. N., Burns, W. G., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys, 45(3), 1-38. [2] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. [3] Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, Article 1255594. [4] Üstünbaş, Ü. (2024). Hey, GPT, Can we have a chat?: A case study on EFL learners’ AI speaking practice. International Journal of Modern Education Studies, 8(1), 91-107. [5] Yudintseva, A. (2023). Virtual reality affordances for oral communication in English as a second language classroom: A literature review. Computers & Education: X Reality, 2, 100018. |
