Abstract

Virtual reality (VR) offers unique advantages in English as a foreign language (EFL) learning by providing immersive contexts that are difficult to replicate in traditional classrooms. In this practice-based study we examine the integration of VR into task-based speaking activities through virtual tours of learners’ preferred locations in Japan. Sixteen Japanese university students participated in VR-based speaking tasks and completed a post-activity survey. Learners generally reported that the authentic VR environment encouraged language output, reduced anxiety, and enhanced motivation, though they also noted challenges such as technical difficulties, vocabulary limitations, and occasional physical discomfort. A tentative comparison by Test of English for International Communication (TOEIC) median split suggested differing tendencies: students with lower scores (< 575 TOEIC score) highlighted enjoyment and perceived progress, whereas those with higher scores (≥ 575 TOEIC score) more often noted task-related challenges. These patterns should be interpreted cautiously given the small sample size and the preliminary, exploratory basis of the grouping. Even so, the findings contribute to the field by identifying VR’s potential as a complementary pedagogical tool and by outlining a research agenda for larger and longer studies that can more fully determine its role in language education.

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