Exploring English Teachers' Experiences in Integrating Virtual Reality-Based Audiovisual Media into EFL Speaking Instruction

Yusnevyta Irni; Teguh Sulistyo; Umi Tursini

doi:10.55681/jige.v7i4.7240

Authors

Yusnevyta Irni Faculty of English Language and Literature, Universitas PGRI Kanjuruhan Malang, Indonesia
Teguh Sulistyo Faculty of English Language and Literature, Universitas PGRI Kanjuruhan Malang, Indonesia
Umi Tursini Faculty of English Language and Literature, Universitas PGRI Kanjuruhan Malang, Indonesia

DOI:

https://doi.org/10.55681/jige.v7i4.7240

Keywords:

Virtual Reality, EFL speaking instruction, teachers’ experiences, technology integration

Abstract

The integration of Virtual Reality (VR)-based audiovisual media has created new possibilities for developing more contextualized and engaging English speaking instruction. However, limited attention has been given to teachers’ experiences as key agents in implementing VR technology in EFL classrooms. This study aimed to explore English teachers’ experiences in integrating VR-based audiovisual media into speaking instruction, focusing on teachers’ instructional strategies, pedagogical roles, and challenges and opportunities encountered during implementation. A qualitative case study design was employed at MTs Mambaul Ulum Arjasa Kangean, East Java, Indonesia. The participants were three English teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings revealed three major themes. First, teachers integrated VR through structured speaking activities involving preparation, immersive exploration, collaborative interaction, and reflective feedback. Second, teachers enacted multiple roles as facilitators, motivators, technological guides, classroom managers, and providers of formative feedback to support students’ speaking development. Third, teachers experienced both challenges and opportunities, including limited technological resources, technical difficulties, and the need for digital competence, while recognizing VR’s potential to enhance students’ motivation, confidence, and authentic communication experiences. The study concludes that effective VR integration depends not only on technological availability but also on teachers’ pedagogical knowledge, adaptability, and institutional support. These findings highlight the importance of teacher professional development and adequate infrastructure to maximize the potential of VR-based audiovisual media in EFL speaking instruction.

Downloads

Download data is not yet available.

References

Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review.

Ai, Y., Hu, Y., & Zhao, W. (2025). Interactive learning: harnessing technology to alleviate foreign language anxiety in foreign literature education. Interactive Learning Environments, 33(3), 2440–2459.

Almusaed, A., Almssad, A., & Yitmen, I. (2025). Qualitative Data Collection and Management. In Practice of Research Methodology in Civil Engineering and Architecture: A Comprehensive Guide (pp. 417–454). Springer.

Amir, H. S., & Rustam, U. (2025). The role of technology in English language learning in the digital era. Lingeduca: Journal of Language and Education Studies, 4(1), 1–8.

Chasokela, D. (2025). Investigating the role of virtual reality to support student’engagement, spatial awareness and problem-solving skills in engineering education. International Journal of Instruction, 18(3), 613–636.

Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Farooq, M. U. (2015). Creating a Communicative Language Teaching Environment for Improving Students’ Communicative Competence at EFL/EAP University Level. International Education Studies, 8(4), 179–191.

Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability (Switzerland), 13(9), 1–28. https://doi.org/10.3390/su13094639

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.

Lee, S.-M., Yang, Z., & Wu, J. G. (2024). Live, play, and learn: Language learner engagement in the immersive VR environment. Education and Information Technologies, 29(9), 10529–10550.

Lincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. American Educational Research Association Annual Meeting.

Medel, D., Reguant, M., Cemeli, T., Jiménez Herrera, M., Campoy, C., Bonet, A., Sanromà-Ortíz, M., & Roca, J. (2024). Analysis of Knowledge and Satisfaction in Virtual Clinical Simulation among Nursing Students: A Mixed Study. Nursing Reports, 14(2), 1067–1078. https://doi.org/10.3390/nursrep14020081

Ngo, N. T. D., & To, T. K. O. (2025). The role immersive technology in creating rich affordance environment for ELT. International Journal of TESOL & Education, 5(3), 39–59.

Papadopoulou, A., Mystakidis, S., & Tsinakos, A. (2024). Immersive storytelling in social virtual reality for human-centered learning about sensitive historical events. Information, 15(5), 244.

Procel, G. J. O., Medina, M. L. F., Sotomayor, D. J., & Sanchez, M. A. (2024). Using technology in English teaching. Journal of Environmental Research and Public Health, 17(9), 9.

Ramanair, J., & Rethinasamy, S. (2018). Measuring teachers’ readiness to use technology. Journal of IT in Asia, 8(1), 7–13.

Shadiev, R., Feng, Y., Zhussupova, R., & Altinay, F. (2026). Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence. Computer Assisted Language Learning, 39(4), 878–914.

Shi, J., Sitthiworachart, J., & Hong, J.-C. (2024). Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality. Education and Information Technologies, 29(11), 14127–14150.

Tajik, O., Golzar, J., & Noor, S. (2025). Purposive sampling. International Journal of Education & Language Studies, 1–9.

Teeroovengadum, V., Heeraman, N., & Jugurnath, B. (2017). Examining the antecedents of ICT adoption in education using an extended technology acceptance model (TAM). International Journal of Education and Development Using ICT, 13(3).

Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2018). The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills. English Language Teaching, 12(1), 110. https://doi.org/10.5539/elt.v12n1p110

Viberg, O., Mavroudi, A., Khalil, M., & Bälter, O. (2020). Validating an instrument to measure teachers’ preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy, 15(1), 38–54.

Ward, T., Jenab, K., Ortega-Moody, J., Barari, G., & Molina Acosta, L. D. C. (2025). Virtual Classrooms, Real Impact: A Framework for Introducing Virtual Reality to K–12 STEM Learning Based on Best Practices. Applied Sciences (Switzerland), 15(21), 1–15. https://doi.org/10.3390/app152111356

Wong, J. M. S., & Li, K. C. (2025). Technology-Enabled institutional readiness for agile-blended learning: a framework for educational innovation. SN Computer Science, 6(3), 279.

Wright, W., Allen, E., & Thompson, L. (2025). Applied Communication Strategies for Building Functional Speaking Skills in Modern Language Education.

Yan, W., Lowell, V. L., & Yang, L. (2024). Developing English language learners’ speaking skills through applying a situated learning approach in VR-enhanced learning experiences. Virtual Reality, 28(4). https://doi.org/10.1007/s10055-024-01061-5

Yu, X. (2022). The English as a foreign language learners’ psychological and emotional perceptions on technology integration in language classrooms. Frontiers in Psychology, 13, 906750.