This study investigates how interactive virtual reality (VR) modules can support fifth-grade students’ science learning and English language development in a bilingual learning environment. As English-mediated instruction (EMI) becomes increasingly common in science education, it is crucial to identify effective strategies that reduce cognitive and linguistic barriers while promoting conceptual understanding. We developed three interactive VR modules grounded in the Content and Language Integrated Learning (CLIL) framework and informed by a multimodal learning approach. CLIL is a pedagogical approach that integrates subject content and second language acquisition, allowing learners to develop content knowledge and language proficiency simultaneously. The VR modules were designed to present multimodal content—combining text, narration, video, and game-based interactions—to facilitate bilingual comprehension of science topics.

A quasi-experimental design was adopted with 101 fifth-grade students from central Taiwan, assigned to two experimental groups. The VR-Primed Group (n = 48) received VR-based instruction at the beginning of the unit, while the Instruction-Primed Group (n = 53) accessed VR after initial teacher-led instruction. The three-week teaching unit focused on science topics including animal communication, behavioral patterns, predator avoidance, mating strategies, and reproduction. VR-based instruction was integrated to enhance both content understanding and engagement in a bilingual (English–Chinese) setting.

To evaluate learning outcomes and affective responses, we employed a set of research instruments: standardized English proficiency tests, science content knowledge assessments aligned with the curriculum and VR materials, and a validated questionnaire measuring students’ self-efficacy and resilience in bilingual learning contexts. Data were analyzed using paired t-tests (for within-group comparisons), independent t-tests (for between-group comparisons), and ANCOVA (to control for pre-test differences).

This study was guided by the following research questions:
1. To what extent do students demonstrate learning gains in both English language proficiency and science content knowledge after participating in VR-based instruction?
2. Does VR-based bilingual instruction enhance students’ self-efficacy and resilience in learning through EMI?
3. Are there significant differences in English language and science learning outcomes between the VR-Primed and Instruction-Primed groups?

The results revealed that the VR-Primed Group made significant gains in both English and science achievement, whereas the Instruction-Primed Group improved significantly in science achievement only. Analysis of covariance (ANCOVA), controlling for pre-test scores, showed that the VR-Primed Group significantly outperformed the Instruction-Primed Group on both English and science post-tests. Additionally, both groups demonstrated statistically significant improvements in resilience related to bilingual learning, while the Instruction-Primed Group also showed significant gains in bilingual learning self-efficacy.

The findings highlight the importance of instructional sequencing when integrating immersive technologies in bilingual science education. Implications for curriculum design, teacher support, and future integration of VR in content-language integrated learning environments will be further discussed.

Keywords: Virtual reality, science, primary education, English mediated instruction, multimodal approach.