Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 7 No. 2
Febrero del 2026
Página 153
THE IMPACT OF VIRTUAL REALITY ENVIRONMENTS ON LISTENING AND
SPEAKING SKILLS DEVELOPMENT
EL IMPACTO DE LOS ENTORNOS DE REALIDAD VIRTUAL EN EL DESARROLLO DE
LAS HABILIDADES DE ESCUCHA Y HABLA
Autores: ¹Roddy Andrés Real Roby, ²Gabriela Katherine Almache Granda, ³Erika Yessenia
Mora Herrera y
4
David Enrique Gortaire Díaz.
¹ORCID ID: https://orcid.org/0000-0003-1474-9349
²ORCID ID: https://orcid.org/0000-0002-0633-6037
³ORCID ID: https://orcid.org/0000-0002-8156-0557
4
ORCID ID: https://orcid.org/0000-0001-7364-7305
¹E-mail de contacto: rreal@utb.edu.ec
²E-mail de contacto: galmache@utb.edu.ec
³E-mail de contacto: emorah@utb.edu.ec
4
E-mail de contacto: dgortaire@utb.edu.ec
Afiliación:
1*2*3*4*
Universidad Técnica de Babahoyo, (Ecuador).
Artículo recibido:29 de Enero de 2026
Artículo revisado:30 de Enero de 2026
Artículo aprobado:03 de Febrero de 2026
¹Universidad Técnica de Babahoyo, (Ecuador).
²Universidad Técnica de Babahoyo, (Ecuador).
³Universidad Técnica de Babahoyo, (Ecuador).
4
Universidad Técnica de Babahoyo, (Ecuador).
Resumen
Hoy en día, la tecnología influye en el proceso
de enseñanza y aprendizaje de idiomas, lo que
ha abierto nuevas vías para mejorar la
experiencia de aprendizaje. Entre estos
avances, la realidad virtual (RV) proporciona
entornos inmersivos que replican entornos
reales, ofreciendo a los estudiantes de idiomas
una experiencia rica en contexto que puede ser
esencial para desarrollar las habilidades de
escucha y habla. El objetivo general de este
estudio es evaluar el impacto de las EVR en las
habilidades de escucha y habla de los
estudiantes de ESL en la educación superior.
La investigación utilizó un diseño de métodos
mixtos que involucra métodos cuantitativos y
cualitativos para el análisis. Los participantes
del estudio incluyeron 60 estudiantes
universitarios de EFL (inglés como lengua
extranjera) que trabajaban en diferentes niveles
de competencia. Estos estudiantes fueron
asignados aleatoriamente a un grupo
experimental que aprendió a través de entornos
de EVR o a un grupo de control que recibió la
misma formación en entornos de aula
tradicionales. Se administraron pruebas previas
y posteriores para evaluar los cambios en las
habilidades de escucha y habla. Además, se
utilizaron entrevistas semiestructuradas y
cuestionarios para obtener datos cualitativos de
los relatos de los participantes sobre sus
experiencias con los entornos virtuales de
aprendizaje (ERV) como tecnología de
aprendizaje. Los resultados destacan la fuerte
influencia de la RV en el aprendizaje de
idiomas, demostrando que los entornos de RV
pueden contribuir a mejorar la competencia de
los estudiantes al ofrecer experiencias
inmersivas que los métodos de aula
convencionales no pueden proporcionar. Esto
no solo mejora los resultados del aprendizaje,
sino también la satisfacción y la motivación del
estudiante.
Palabras clave: Realidad virtual,
Tecnología, Entornos inmersivos,
Innovación, Niveles de competencia,
Herramientas digitales.
Abstract
Today, technology influences the language
teaching and learning process, opening new
avenues for enhancing the learning experience.
Among these advancements, virtual reality
(VR) provides immersive environments that
replicate real-world settings, offering language
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learners a context-rich experience that can be
essential for developing listening and speaking
skills. The overall objective of this study is to
evaluate the impact of virtual reality (VRR) on
the listening and speaking skills of English as a
Foreign Language (ESL) students in higher
education. The research employed a mixed-
methods design, incorporating both
quantitative and qualitative methods for
analysis. Study participants included 60
undergraduate EFL students at varying
proficiency levels. These students were
randomly assigned to either an experimental
group, which learned through VRR
environments, or a control group, which
received the same training in traditional
classroom settings. Pre- and post-tests were
administered to assess changes in listening and
speaking skills. In addition, semi-structured
interviews and questionnaires were used to
obtain qualitative data from participants'
accounts of their experiences with virtual
learning environments (VLEs) as a learning
technology. The results highlight the strong
influence of VR on language learning,
demonstrating that VR environments can
contribute to improving students' proficiency
by offering immersive experiences that
conventional classroom methods cannot
provide. This not only improves learning
outcomes but also student satisfaction and
motivation.
Keywords: Virtual reality, Technology,
Immersive environments, Innovation,
Proficiency levels, Digital tools.
Sumário
Atualmente, a tecnologia influencia o processo
de ensino e aprendizagem de línguas, abrindo
novas possibilidades para aprimorar a
experiência de aprendizagem. Entre esses
avanços, a realidade virtual (RV) proporciona
ambientes imersivos que replicam situações do
mundo real, oferecendo aos aprendizes de
línguas uma experiência rica em contexto,
essencial para o desenvolvimento das
habilidades de compreensão oral e expressão
oral. O objetivo geral deste estudo é avaliar o
impacto da realidade virtual (RV) nas
habilidades de compreensão oral e expressão
oral de estudantes de inglês como língua
estrangeira (ESL) no ensino superior. A
pesquisa empregou uma metodologia mista,
incorporando métodos quantitativos e
qualitativos para análise. Os participantes do
estudo incluíram 60 estudantes de graduação de
inglês como língua estrangeira com diferentes
níveis de proficiência. Esses estudantes foram
aleatoriamente alocados a um grupo
experimental, que aprendeu por meio de
ambientes de RV, ou a um grupo de controle,
que recebeu o mesmo treinamento em salas de
aula tradicionais. Testes pré e pós-intervenção
foram aplicados para avaliar as mudanças nas
habilidades de compreensão oral e expressão
oral. Além disso, entrevistas semiestruturadas e
questionários foram utilizados para obter dados
qualitativos a partir dos relatos dos
participantes sobre suas experiências com
ambientes virtuais de aprendizagem (AVA)
como tecnologia de aprendizagem. Os
resultados destacam a forte influência da
realidade virtual (RV) na aprendizagem de
línguas, demonstrando que os ambientes de RV
podem contribuir para a melhoria da
proficiência dos alunos, oferecendo
experiências imersivas que os métodos
convencionais de sala de aula não conseguem
proporcionar. Isso não só melhora os resultados
da aprendizagem, como também a satisfação e
a motivação dos alunos.
Palavras-chave: Realidade virtual,
Tecnologia, Ambientes imersivos, Inovação,
Níveis de proficiência, Ferramentas digitais.
Introduction
There is an influence of technology nowadays
in the language teaching and learning process,
which opened new ways for improving the
learning experience (İlter, 2015). Among these
advancements, virtual reality (VR) provides
immersive environments that replicate real-
world settings, giving language learners a
context-rich experience that can be essential for
developing listening and speaking skills. This
paper examines if VR environments can
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facilitate this SLA skills development and their
integrations on ELT context. With VR
technology came the possibility of overcoming
some of the limitations of classroom instruction,
including the lack of authentic language
situations and the rarified opportunities for
interactive speaking practice. Presentation of
life like conversational situation can enhance
listening and speaking ability through higher
level of immersion and engagement in VR
environment, as it provides a rich vivid realistic
experience (Yang et al., 2020). The purpose of
the study is to explore the potential of VR
environments for cultivating the listening and
speaking skills of constructive ELLs. The aims
are to assess the gains in these skills and to
examine learners' views on the practicality of
VR and its usefulness as an L2 learning
resource.
A never-ending exchange through the
continuing progress in technology that opens
new avenues for teaching and language
learning. Among these innovative technologies,
virtual reality (VR) as an effective method has
also recently become a popular tool that
promises to deliver immersive environments
reminiscent of real-world scenarios (Rubio-
Tamayo et al., 2017). And in addition to their
natural looking experiences, this is the kind of
world building that makes VR an optimal way
of supplementing language acquisition –
especially the struggle for aural and verbal
competency you can forget about once your
school days are over. Conventional methods in
language teaching are often so constrained by a
lack of authentic conversation practice and the
absence of relevant real-life situations that
proficiency for communication is not promoted.
VR will allow students to interact in more
natural ways to develop their listening and
speaking skills in real life situations, using the
same social cues and dialogue that occur in
every day conversation. In addition, with VR,
the opportunity exists for the repetition and
customization of the learning environment so
that the student can learn and practice at their
own pace, and tailor the learning experience to
meet their individual needs.
In addition to the technical possibilities offered
by VR, there are also theoretical possibilities.
The constructivist model of education suggests
that the learner constructs knowledge through
interaction with meaningful tasks and that VR
offers an ideal vehicle for such engagement
(Zhou et al., 2018). Situated learning theory
(Khan et al., 1998) further supports this by
suggesting that the best way to teach is in the
context in which one wants the student to apply
what he or she has learned and that VR can
provide that. The general objective is assess the
impact of VREs on Listening and Speaking
skills for ESL students at the higher education.
The foundation to this research is based on three
fundamental educational theories, constructivist
learning theory, situated learning theory and
cognitive load theory. Taken together, these
theories "suggest the various ways in which
virtual reality (VR) can make a contribution to
the process of learning a language" - for
listening and speaking skills.
According to constructivist learning theory
introduced by theorists such as Piaget and
Vygotsky, a support for learners in actively
constructing their own understandings and
knowledge from experience is paramount
(Fosnot, 2016). VR converges with
constructivism as it offers learners interactive
and immersive settings in which they can
practice language tasks being actively
immersed. In a virtual world, students are not
passive knowledge hearers but can interact in
dynamic situations where they have to listen,
respond and adjust: the learner is constructing
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knowledge while doing (Jonassen & Rohrer,
1999). Situated learning theory was developed
by (Lave & Wenger, 1991) who argued that
meaningful learning takes place in contexts
that reflect real world situations. This theory
suggests that we best obtain and retain
information when it is associated with an
important local or cultural event. Virtual reality
gives students the unique ability to simulate
realistic scenarios that reflect the nuances of
real-world language use. Their interaction with
these online environments that mimic realworld
occurrences and are thus encountered
linguistically in context (Brown et al., 1989)
render the construction of knowledge more
salient and consequential to the students.
Developed by Sweller et al. (1998), the
cognitive load theory addresses the amount of
mental effort that is required to learn new
information. According to the theory, cognitive
load can be divided into intrinsic load, which
refers to the difficulty of the material to learn,
extraneous load, which refers to how the
material is presented, and germane load, which
is the effort to process, construct, and automate
schemas. Therefore, VR holds the potential to
decrease extraneous cognitive overload but the
amount of learners with a visually rich and
coherent situational context that might facilitate
comprehension. By combining visual, auditory,
and interactive features, the VR environments
allow for the faster and more efficient
processing of language intake, thereby ensuring
language input will be remembered and
understood. Nonetheless, VR as a pedagogical
instrument has the power to revolutionize
language instruction, addressing limitations of
conventional instructors. Such as, VR can give
instant feedback and adaptive interactions
which adapt to individual learners’
characteristics (Álvarez et al., 2026).
Combining theory with practice, VR adds a set
of theoretical principles to an actual
implementation that leads the way for a holistic
language learning paradigm. This engagement
and motivation is supported within the
immersive nature of VR (required for language
acquisition) (Dalgarno y Lee, 2010).
Indeed, the technological capacities of VR must
be evident. VR allows for multimodal learning,
which is symbolic of the importance of multiple
sensory inputs for language reinforcement.
There is evidence that multimodal interactions
facilitate comprehension and retention (Moreno
y Mayer, 2007). Moreover, because of the
adaptivity that comes with VR learning
environments, learners can attempt language
scenarios repeatedly at their own pace; thus
catering for different learning styles and paces
(Makransky y Lilleholt, 2018). In short, the
coupling between VR and language is built on
solid theoretical ground that underscores its
capacity to offer learners with in-depth,
contextually rich and self-direc ted learning
experiences. These experiences are not only
consistent with existing pedagogical theories,
but also provide new directions to tackle
common problems in language instruction.
Materials and Methods
The investigation used a Mixed-Methods design
involving both quantitate and qualitative
methods for analysis. The study included 60
EFL (English as a foreign language) university
learners working at different proficiency levels.
These students were then randomly assigned to
either an experimental group that learned
through VR environments or a control group
that received the same training in traditional
classroom environments. Pre- and post-tests
were administered to evaluate changes in
listening and speaking abilities. Moreover, the
semi-structured interviews and questionnaires
were used to acquire qualitative data of
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accounts made by participants in relation to
their experiences with VR as a learning
technology. The experimental group underwent
an 8-week intervention with weekly sessions on
VR based activities, where active listening and
speaking scenes appeared. The comparison
group was taught a similar curriculum using
traditional instructional procedures.
Quantitative data and qualitative feedback
from the tests were analyzed to evaluate VR.
Results and Discussion
The experimental group had higher yield in
both listening and speaking tests than the
control. The experimental group, on average,
generated a 25% growth in listening
comprehension and a 30% gain in speaking
fluency.
Figure 1. Growth - listening comprehension
and speaking fluency
Qualitative Results: The VR group participants
described experiencing enhanced perceived
confidence and motivation through the use of
VR, with the potential for multiple practice
trials in a low stress environment. Naturalism of
situations and immediate feedback were
identified as positive features. The research
tested the potential of VR environment on
listening and speaking skills in English
language learning by analyzing quantitative and
qualitative data. The results suggest that the
performance of the ERTS participants in these
skills is significantly better than that of their
peers taught by traditional methods.
Quantitative results
Pres tests and Post tests assessing listening
comprehension and speaking proficiency were
applied in order to gather the quantitative data.
All the results are shown in table 1.
Table 1. Pre test and Post test listening and
speaking mean
Group
Listening
Pre-test
(Mean ±
SD)
Listening
Post-test
(Mean ±
SD)
Speaking
Pre-test
(Mean ±
SD)
Speaking
Post-test
(Mean ±
SD)
Experimental
(VR)
68.2 ± 5.4
85.5 ± 4.2
66.8 ± 6.0
87.1 ± 5.0
Control
69.0 ± 5.6
75.3 ± 5.1
67.3 ± 5.8
74.8 ± 5.7
Source: Own elaboration
The experimental group's listening scores
improved by an average of 17.3 points,
compared to a 6.3-point increase in the control
group. For speaking skills, the experimental
group improved by 20.3 points, whereas the
control group's improvement was limited to 7.5
points. Another tool that was applied to the
results was an analysis of variance (ANOVA) to
explore the differences in post-test scores
between the experimental and control groups at
a significant level p < 0.01, which demonstrates
that virtual reality was effective in improving
listening and speaking skills.
Qualitative results
Interviews and open-ended surveys were used
to gather qualitative data about users'
experiences in learning languages using VR.
Results showed that students in the VR group
were more immersed and motivated according
to their responses, key themes included
increased self-confidence, a focus on language
practice and the realism of VR scenarios to
facilitate real-world learning.
0%
20%
40%
60%
21,40% 64,30%
50%
35,70%
Experimental Group Growth
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Thematic feedback from VR group
Participants:
➢ Engagement was higher: 90% of the
students were more focused and interested
as they participated in VR compared to
sitting through a lesson at their desks.
➢ Realism and Task-Based Learning: 85%
found realistic situations were helpful with
language use in real life simulation.
➢ Self-esteem: 75% of respondents reported
boosted self-confidence when they speak,
with many citing VR as a no-pressure place
to practice speaking skills.
Figure 2. Thematic feedback from VR
group Participants
The figure shows a high percentage of students'
perceptions of virtual reality; 90% of
participants agree that today, thanks to
technology, virtual environments can be used
more effectively. In the case of learning
English, interaction through digital media helps
students feel more interested and focused on the
subject. Another key factor is the type of
activities implemented for teaching English,
where 85% of participants considered activities
based on real-life situations and examples from
everyday life to be more effective. Finally, 75%
of students perceive the virtual environment as
a safer place to practice speaking. One of the
limitations of not knowing or mastering a
language is a lack of confidence, which
prevents students from practicing and
developing the skill. By opting for a virtual
environment, participants highlighted that they
feel much more confident speaking and more
self-assured.
Comparative analysis of participants'
feedback (VR vs. Traditional)
Table 2 below provides a comparative analysis
of the feedback from students in the
experimental and control groups.
Table 2. Comparative analysis of VR and
Traditional Learning Feedback
VR Group
(% Agreement)
Control Group
(% Agreement)
90%
65%
85%
50%
75%
60%
Source: Own elaboration
As can be seen from the table, VR group
participants exhibited a higher level of
engagement and appreciation for the
contextual learning as well as greater
confidence in speaking skill than those in
control group.
Figure 3. VR vs Control
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The image shows that when applying the
traditional learning method in the control group,
the highest percentage is attributed to
commitment at 65%, followed by self-
confidence and security at 60%, and finally,
activities based on real-life examples within the
classroom at 50%. However, when applying
virtual reality, the percentage increases
significantly, with commitment being the
highest at 90%, followed by realism and
simulation of everyday situations at 85%, and
finally, self-confidence in the development and
practice of speech at 75%. These results
emphasize the strong influence of VR on
language learning, demonstrating that VR
environments can contribute to improving the
proficiency of learners by offering immersive
experiences which conventional classroom
methods cannot provide. This not only
enhances the learning outcomes but also learner
satisfaction and motivation.
The results of this study provide strong support
for the proposition that virtual reality (VR)
environments facilitate the development of
listening and speaking skills for learners of the
English language. This section discusses the
results in relation to the existing literature, the
impact of the results on language teaching, and
potential future research directions. According
to the research's quantitative results, students
with VR experience/VR learning presented
significant achievements in listening and
speaking compared those who had traditional
taught. These findings also bolster (Kang, 1995)
constructivist-based principles of learning
underlined by activity and interaction. VR’s
immersive nature allows learners to feel the
language and learn it according to contextual
real life scenarios, thereby reducing the gap
between learning a language conceptually in
theory as compared to an application in practice
(Barrett et al., 2023).
The qualitative results showed the importance
of realism and contextual learning found in VR.
It can be argued that it seems more authentic,
as VR is interactive and engaging. This is in line
with the work of (Cheng & Tsai, 2013), who
reported that VR immersion has the potential to
increase motivation and participation of
learners. One of the most important influences
on language learning is motivation, because it
motivates learners to invest time and effort in
practice and thus results into better outcomes
(Gardner et al., 2011). Using VR in language
education provides unique benefits: it is capable
of real-time feedback and can generate
personalized learning experiences customized
for a learner’s own requirements (Bailenson,
2018). But all that is not well with the
technology; “there are” still some issues related
to VR technology, which has inhibited or
slowed down the widespread use of virtual
reality for retail and whatnot. Although
institutions may encounter obstacles in terms of
infrastructure and resources, the ultimate
advantages of including VR in language
programs may outweigh these initial difficulties
(Xie et al., 2023).
The findings of the present study also provide
evidence in favor of cognitive load theory, VRs
multimodal interface can reduce extraneous
cognitive load through combined visual and
auditory signals which help learning to
understand (and retain information) (Sweller,
2010). A decrease in cognitive load enables
students to allocate their cognitive resources
more effectively, and this is consistent with
research carried out by Mayer (2024) on the use
of multimedia learning environments. Despite
the contributions of this study, more
investigation is needed about the long-term
effects of VR in enhancing language
development and learning among learners of
different demographic backgrounds and
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proficiency levels. Furthermore, an analysis of
how VR can be combined with other types of
educational technologies to develop full
language learning ecosystems might provide
directions to further pedagogical innovation
(Vu & Shah, 2016).
Conclusions
The results show that listening and speaking can
be significantly improved by using VR-based
environment itself, which includes immersive,
interactive language experience. The higher
degree of contextual immersion helps learners
better process linguistic input, which aligns
with constructivist and situated learning (Yao et
al., 2024). However, some difficulties were
mentioned including the time needed to learn
how to use VR and possible technical problems.
These factors indicate a need for adequate
training and technical support to optimize VR
implementation in language curricula. The
study emphasizes the strong influence of VR on
language learning, demonstrating that VR
environments can contribute to improving the
proficiency of learners by offering immersive
experiences which conventional classroom
methods cannot provide. This not only
enhances the learning outcomes but also learner
satisfaction and motivation. In summary,
inclusion of VR environments in language
education could revolutionize the way
languages are taught providing fully
immersive, authentic and engaging learning
experiences. These results point out the
importance of educational decision makers and
practitioners to plan a strategic approach of VR
technology in order to exploit its pedagogical
potentials.
La sección de Conclusiones en un artículo
constituye una parte esencial para cerrar un
artículo. En esta sección se debe concluir en
forma directa y simple sobre lo encontrado en la
investigación descrita; no se debe discutir nada
(eso va en la sección de Discusión), no se debe
recapitular el trabajo en forma condensada (eso
va en la sección Resumen), ni se debe presentar
resultados (eso va en la sección Resultados).
Una forma clásica y adecuada, y que muchos
autores(as) prefieren, es escribir una frase de
presentación y luego mostrar las conclusiones
numeradas, como en el siguiente ejemplo. "De
los resultados mostrados, de su análisis y de su
discusión, se pueden obtener las siguientes
conclusiones, sobre la nueva técnica de análisis
de hidrocarburos combustibles: 1) la
característica principal de la metodología
empleada, radica en una reducción significativa
del tiempo de análisis; 2) la técnica propuesta es
fácil de utilizar, ya que basta con seleccionar las
señales adecuadas del espectro infrarrojo e
introducirlas en el modelo presentado; 3) los
resultados del nuevo método y los obtenidos por
la técnica estándar ASTM D1 319 son
comparables dentro de intervalos
estadísticamente aceptables; y 4) la
metodología empleada en las muestras
analizadas puede ser ampliada a otras mezclas
de hidrocarburos".
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Esta obra está bajo una licencia de
Creative Commons Reconocimiento-No Comercial
4.0 Internacional. Copyright © Roddy Andrés Real
Roby, Gabriela Katherine Almache Granda, Erika
Yessenia Mora Herrera y David Enrique Gortaire
Díaz.