Virtual Reality: A Virtual World to Realize English as a Lingua Franca and Enhance Students’ Self–Efficacy

Abstract

This study explores the impact of Virtual Reality (VR) tools on students’ English self-efficacy and listening self-efficacy in an English as a Lingua Franca (ELF) context. VR platforms provide a virtual environment for learners to interact with diverse English speakers, which is crucial for students in countries where English is not an official language. Conducted over ten weeks with 74 first-year students at a university in Ho Chi Minh City, Vietnam, this mixed-methods study used English self-efficacy questionnaires, English listening self-efficacy questionnaires, and focus group interviews as research instruments. Two questionnaires helped compare self-efficacy levels between students using VR and those who did not. The interviews revealed students’ attitudes towards VR and the challenges they faced. The findings indicated that VR significantly enhances students’ English self-efficacy and listening self-efficacy. Most students were excited about communicating with various interlocutors from different regions, which improved their self-efficacy. The study highlights the perceived benefits of VR on students' listening efficacy and the obstacles that teachers and learners may encounter. Ultimately, the research offers pedagogical implications for implementing ELF, emphasizing the importance of VR in providing exposure to diverse English varieties and enhancing language learning outcomes.

Keywords: Virtual reality, self-efficacy, listening skills, English as a lingua franca, technology in English teaching