THE USE OF VIRTUAL REALITY (VR) IN ENHANCING PUBLIC SPEAKING SKILLS IN RECEPTIVE ORAL LANGUAGE LEARNING

Puan Suri Mira Annisa, Rafika Dewi Nasution, Bahagia Saragih, Ade Aini Nuran, Fanny Rizki Sembiring

Abstract


This study aims to examine how Virtual Reality (VR) can enhance students’ public speaking skills in Receptive Oral Language Learning. VR provides a realistic and interactive environment that allows learners to practice speaking without the pressure of a real audience. Through VR, students can engage in various scenarios, receive immediate feedback, and improve their confidence and fluency in public speaking. This research employed a mixed-method approach involving interviews, documentation, and questionnaires. The findings indicate that VR is an effective tool for improving both verbal and non-verbal communication. Quantitative results show that 80% of students strongly agreed and 20% agreed that VR enhances their public speaking performance. Qualitative feedback further revealed that VR practice reduced anxiety and increased learners’ motivation. However, challenges such as the high cost of VR equipment, limited accessibility, and health-related comfort issues were also identified. Overall, VR is proven to be a valuable pedagogical tool for improving students’ public speaking competence and receptive oral language learning outcomes.

Full Text:

PDF

References


Abdushukurova, U. (2024). Teaching receptive skills to ESL and EFL learners. Journal of Pedagogical Inventions and Practices, 32, 32–38.

Cai, S. (2022). A meta analysis of the effects of virtual reality on language learning. Sustainability, 14(6), 3147. https://doi.org/10.3390/su14063147

Cowie, N. (2025). Virtual reality for language learning: Creating immersive environments to build speaking confidence. Journal of Educational Technology and Language Learning, 4(3), 50–65.

Davis, A. (2015). Virtual reality simulation: An innovative teaching tool for dietetics experiential education. The Open Nutrition Journal, 9(1), 1–6. https://doi.org/10.2174/1874288201509010001

Enkin, E. (2022). Exploring the potential of virtual reality for L2 oral proficiency development: A CALL perspective. The CALL Journal, 23(1), 1–22. Retrieved from https://old.callej.org/journal/23-1/Enkin2022.pdf

Jasuli, J., Hartatik, S. F., & Astuti, E. S. (2024). The impact of nonverbal communication on effective public speaking in English. Journey: Journal of English Language and Pedagogy, 7(2), 226–232. https://doi.org/10.33503/journey.v7i2.834 (UIB Journal)

Kaplan Rakowski, R., & Gruber, A. (2023). The impact of high immersion virtual reality on foreign language anxiety. Smart Learning Environments, 10, 46. https://doi.org/10.1186/s40561-023-00263-9

Khoirunisa, A., & Pratama, R. (2024). Public speaking skill improvement through classroom based interventions. Edu Aksara: Jurnal Pendidikan dan Kebudayaan, 3(2).

Le, V. H. H., Prabjandee, D., & Kewara, P. (2024). Virtual reality: A virtual world to realize English as a Lingua Franca (ELF) and enhance students’ self-efficacy. The Asian EFL Journal, 28(3.1), 165–187. https://callej.org/index.php/journal/article/view/449

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Ozgun, A., & Sadik, C. (2023). The effectiveness of virtual reality in language learning: A systematic review of the literature. Education Policy Analysis and Strategic Research, 18(2), 195–212. https://epasr.inased.org/makale/4267

Rissman, J., Aziz Zadeh, L., & Lee, M. (2022, December 15). VR enhances vocabulary learning through greater immersion. ScienceDaily. https://www.sciencedaily.com/releases/2022/12/221215191628.htm

Siahaan, S. (2015). Pemanfaatan teknologi informasi dan komunikasi dalam pembelajaran: Peluang, tantangan, dan harapan. Jurnal Teknodik, 19(3), 345–357.

Wahdi, F. (2023). The development of virtual reality based learning media to build TPACK for prospective physics teachers. Jurnal Pendidikan Fisika dan Teknologi, 9(2), 123–134.

Zhou, Y., Zhou, Y., & Machtmes, K. (2024). Mixed methods integration strategies used in education: A systematic review. Methodological Innovations, 17(1), 41–49. https://doi.org/10.1177/20597991231217937




DOI: https://doi.org/10.30743/jol.v7i2.11828

Refbacks

  • There are currently no refbacks.


Fakultas Sastra
Universitas Islam Sumatera Utara (UISU)
Jln. Sisingamangaraja Teladan Barat Medan, Indonesia
Phone: +627869911  | e-mail: journal_language@sastra.uisu.ac.id