Willingness to communicate (WTC) has been recognized by scholars as a prerequisite for successful foreign or second language learning. Hence, numerous studies have been conducted to explore effective tools to improve English as a second language (EFL) learners’ WTC. With the advancement of digital technologies, virtual reality (VR) has gained its growing recognition in technology-enhanced language learning. However, few empirical studies so far have been focused on investigating the impact of VR on EFL learners’ WTC. To fill the gap, this study set out to explore the potential of a self-developed 3D virtual environment for enhancing Chinese EFL learners’ WTC and exploring their perceptions of the VR-assisted English learning approach. Seventy college students from two intact classes participated in this study and were randomly divided into either the experimental group or the comparison group. Both quantitative and qualitative were collected through WTC questionnaires and semi-structured interviews. One-way analysis of covariance (ANCOVA) and the thematic analysis method were used for quantitative and qualitative data analysis respectively. Results from the quantitative data indicated that students in the experimental group were more willing to communicate at the end of the experiment than those in the comparison group. Moreover, thematic analysis of the qualitative data revealed that VR players enjoyed interacting with virtual objects and characters, as it helped ease their English learning anxiety and motivate them to communicate in English. Overall, EFL learners tended to display higher levels of confidence and learning engagement when they were learning in an immersive, authentic and interactive environment, which in turn facilitated their willingness to communicate in the target language. In conclusion, this study provided empirical evidence that the use of VR exerts a significant impact on EFL learners' WTC and the majority of VR players held a positive attitude towards the use of VR for English learning. The pedagogical implications of the study for VR-assisted language learning are discussed.

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Abstract Summary
Willingness to communicate (WTC) has been considered as a prerequisite for successful foreign or second language learning. With the advancement of technologies, virtual reality (VR) has witnessed growing application in language learning, especially in English. However, the impact of VR on EFL learners’ WTC has so far been insufficiently investigated. To fill this gap, this study aimed to explore the potential of VR in enhancing Chinese EFL learners’ WTC based on a self-developed 3D virtual environment and investigate their perceptions of this VR-assisted English learning approach. Seventy college students were randomly divided into experimental and comparison groups. WTC questionnaires and semi-structured interviews were conducted for both quantitative and qualitative data. Results were obtained through one-way analysis of covariance (ANCOVA) and the thematic analysis method. A detailed discussion of these results and pedagogical implications concerning VR-assisted language learning is provided.

Authors:
Huiqi Fan, Beijing University of Posts and Telecommunications, China
Yan-qing Yi, Beijing University of Posts and Telecommunications, China
Bo-wen Jing, Beijing University of Posts and Telecommunications, China
Lin Luan, Beijing University of Posts and Telecommunications, China

About the Presenter(s)
Ms Hui qi Fan is a University Postgraduate Student at Beijing University of Posts and Telecommunications in China

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