This study explores the transformative potential of Virtual Reality (VR) technology in enhancing undergraduate students' competencies in English academic oral presentations, with a particular focus on two interrelated dimensions: presentation anxiety and performance quality. As immersive technologies become increasingly embedded in educational ecosystems, this research seeks to critically examine how structured, VR-based rehearsal environments can mediate students’ emotional responses (notably anxiety) and improve their delivery effectiveness in academic speaking contexts.

Grounded in Activity Theory as the guiding theoretical framework, the study conceptualizes student presentation practice as a mediated activity system, where the interaction between tools (VR), subjects (students), and goals (effective academic communication) can transform learning outcomes. Activity Theory enables a holistic understanding of how VR functions not merely as a technological enhancement, but as a cultural and cognitive artifact that shapes student engagement, self-perception, and communicative agency within the learning environment.

A comprehensive literature review informs this investigation by synthesizing current applications of VR in education, particularly those that target public speaking and second language acquisition. Building on this foundation, a mixed-methods experimental field study was implemented, involving Malaysian undergraduate students as participants. The research design integrated quantitative assessment metrics—including speech fluency, logical coherence, confidence markers, and audience engagement—with qualitative reflections gathered from student interviews and anxiety inventories.

The empirical findings demonstrate that VR-based training significantly mitigates presentation-related anxiety, creating a psychologically safe space for rehearsal. Moreover, participants exhibited notable improvements in performance, especially in nonverbal communication, vocal clarity, and the organization of content. Students reported feeling more confident and autonomous after VR-based sessions, highlighting the affective and behavioral benefits of immersive rehearsal.

The study culminates in the proposal of a conceptual model for integrating VR into Academic English pedagogy, advocating its use as a scalable, adaptable tool for enhancing oral presentation instruction. This model situates VR not as a replacement but as a complement to traditional pedagogical strategies, offering educators a dynamic platform for experiential learning, iterative practice, and formative feedback.

In conclusion, this research not only contributes to the evolving discourse on technology-mediated language learning but also emphasizes the practical implications for instructional design. By applying Activity Theory, it illuminates the complex interplay between learner, context, and technology, underscoring the importance of thoughtfully designed digital interventions in building both communicative competence and learner confidence.

Keywords: Virtual Reality (VR), presentation performance, English academic speaking anxiety, activity theory.