Integrating virtual reality (VR) into education has garnered significant interest in recent years, with studies suggesting its potential to create immersive and engaging learning environments. In language teaching, VR is increasingly viewed as a tool that can provide authentic and interactive settings for learners. However, the body of research exploring the specific effects of VR on language acquisition remains limited, particularly in the areas of speaking fluency and vocabulary development. Furthermore, questions persist regarding the effectiveness of VR-based learning compared to traditional tools such as PowerPoint. This study addresses these gaps by investigating the impacts of non-immersive VR, fully immersive VR, and PowerPoint-based methods on English language learning outcomes.

The participants were eight intermediate-level Japanese learners of English (CEFR B1–B2) enrolled in the author’s seminar. Over four weeks, they engaged in destination-guiding tasks, requiring them to prepare and deliver 10-minute English presentations that included a Q&A session. A pre-speech task was conducted at the start of each session to assess baseline proficiency. Participants were then given time to research their chosen destination, draft notes or scripts, and rehearse for their presentations.

In the first two weeks, participants used VR for their presentations, with the option to choose between fully immersive VR (headsets) and non-immersive VR (PC-based). Post-tests were conducted after each session to measure gains in fluency and vocabulary. The same destination was used across both weeks to investigate whether repeated exposure to the same content enhances vocabulary retention.

Participants completed the same tasks in the third and fourth weeks using PowerPoint instead of VR. In the third week, they introduced a new destination, while the fourth revisited the same destination as the previous week. This approach allowed for a direct comparison of learning outcomes between VR-based and PowerPoint-based methods, including both initial learning effects and the impact of repetition on retention.

A qualitative component was also included using a custom-designed questionnaire. This instrument explored participants’ perceptions of the learning tasks, engagement levels, and subjective evaluations of the tools used.

While the study offers valuable findings, its small sample size of eight participants and short duration of four weeks limit the generalizability of the results. Future research with larger cohorts and longer timelines is needed to validate these findings.

The study’s novelty lies in comparing immersive VR, non-immersive VR, and PowerPoint for language learning. Using destination-guiding tasks highlights VR’s potential to create engaging and authentic learning experiences.

This ongoing study provides critical insights into the potential of VR in English language teaching, particularly in fostering speaking fluency and vocabulary acquisition. By comparing immersive VR, non-immersive VR, and traditional presentation methods, the research highlights the specific advantages of VR-based learning while addressing its limitations. Moreover, the findings are expected to contribute to a deeper understanding of how technology-enhanced environments can support language teaching and offer practical implications for educators aiming to integrate innovative tools into their curricula.

Keywords: Virtual Reality (VR), English Language Teaching (ELT), Fluency, Vocabulary Acquisition, PowerPoint.