Abstract

This study delves into the efficacy of a curriculum emphasizing English oral communication, employing virtual reality (VR) technology. Virtual presentations emulate real-world speaking scenarios, such as classroom presentations and elevator pitches, to provide students with authentic experiences in public speaking and interview interactions. Through ongoing pedagogical inquiry, the research endeavors to deepen comprehension among students and educators regarding integrating virtual reality into the English as a Foreign Language (EFL) classroom, explicitly focusing on presentations. The investigation scrutinizes the impact of varied learning environments, particularly the reduction of anxiety and the facilitation of authentic learning through virtual reality, on students' beliefs, confidence levels, and subsequent English language proficiency. By scrutinizing shifts in students' anxiety levels pre- and post-intervention, the study furnishes valuable insights and recommendations for future research and pedagogical practices. These insights aim to equip educators with strategies to mitigate student anxiety, enhance the efficacy of VR applications in language instruction, and enrich overall learning experiences.

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