VR-Enhanced EFL Teaching: Preliminary Experimental Insights From RUDN University's Faculty of Economics

Abstract

The integration of digital technologies, particularly Virtual Reality (VR) and Augmented Reality (AR), into English as a Foreign Language (EFL) education is an emerging field that has not been extensively studied. This research aims to explore the effects of VR on student engagement and learning outcomes as. A review of recent studies indicates a growing interest among educators in utilizing these technologies, with positive findings regarding their impact on student perceptions and performance. For instance, a pilot study at Abai Kazakh National Pedagogical University revealed that students reported favorable experiences with VR in language classes. Similarly, the literature emphasizes the potential of VR to enhance teacher readiness and foster sustainable learning environments. However, challenges remain, including a lack of teacher training and high costs associated with VR technology. This study employs a quasi-experimental design to assess the effectiveness of VR in teaching English, focusing on its role in improving students' language skills and motivation. Preliminary findings suggest that VR significantly enhances student engagement and learning experiences. The research underscores the need for further exploration and training to effectively integrate VR and AR into EFL curricula, ultimately contributing to more dynamic and interactive language learning environments