Date of Defense
20-11-2025 12:00 AM
Location
H4-1003
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Language and Literacy Education
College
College of Education
Department
Educational Leadership
First Advisor
Prof.Ali Shehadeh
Keywords
Virtual Reality, English as a Foreign Language, oral proficiency, Sociocultural Theory, Situated Learning Theory, immersive learning, UAE.
Abstract
This study investigates the impact of Virtual Reality (VR) on the oral proficiency of English as a Foreign Language (EFL) learners in the United Arab Emirates (UAE). It also explores the perceptions of students and their instructor regarding the use of VR as a tool for language learning. The research was conducted in an English Communications program at a higher education institution in the UAE, with 44 Emirati students divided into a control group and an experimental group. The control group practiced speaking using traditional classroom methods, while the experimental group engaged in communicative activities through VR environments. A mixed-methods design was employed: quantitative data were collected through pre- and post-speaking tests, while qualitative data were obtained from a student survey and a semi-structured teacher interview. The study lasted for 10 weeks. The findings revealed that, although both groups demonstrated improvement, mid- to high-proficiency learners in the experimental group showed stronger gains in oral proficiency compared to their peers in the control group. Lower-proficiency learners, however, required more structured scaffolding and guidance to benefit fully from VR-supported tasks. Students expressed positive perceptions of VR, describing it as engaging, motivating, and less anxiety-inducing than face-to-face communication. They emphasized its role in building confidence, practicing speaking, and fostering collaboration with peers. At the same time, students noted technical challenges such as audio clarity, connectivity, and the need for preparatory training. The teacher echoed these perspectives, highlighting VR’s potential to create immersive and interactive learning experiences, while also pointing to institutional and logistical barriers that limited its seamless integration. Theoretically, the study extends the boundaries of the Sociocultural Theory (SCT) by showing that scaffolding, mediation, and internalization can occur effectively in digitally immersive environments, not just face-to-face settings. It also expands Situated Learning Theory (SLT) by demonstrating that VR can replicate authentic, culturally relevant contexts for language use, allowing learners to participate meaningfully in simulated real-world settings. Pedagogically, the study highlights the importance of aligning VR activities with course outcomes, embedding scaffolding for lower-proficiency learners, and providing adequate institutional support for sustainable implementation. Importantly, this research represents one of the first empirical investigations of VR-supported oral proficiency development in EFL learners within the Gulf region, and the first within higher education in the UAE. While there is growing interest in immersive technologies across the UAE’s education sector, no empirical studies to date have directly examined the impact of VR on EFL oral proficiency in Gulf higher education contexts. Against this backdrop, the present study contributes original insights by addressing this gap and offering a localized perspective on how immersive technologies can be integrated into EFL classrooms to enhance oral proficiency.
Included in
VIRTUAL REALITY IN ESL TEACHING AND LEARNING IN A HYBRID LEARNING ENVIRONMENT IN THE UAE
H4-1003
This study investigates the impact of Virtual Reality (VR) on the oral proficiency of English as a Foreign Language (EFL) learners in the United Arab Emirates (UAE). It also explores the perceptions of students and their instructor regarding the use of VR as a tool for language learning. The research was conducted in an English Communications program at a higher education institution in the UAE, with 44 Emirati students divided into a control group and an experimental group. The control group practiced speaking using traditional classroom methods, while the experimental group engaged in communicative activities through VR environments. A mixed-methods design was employed: quantitative data were collected through pre- and post-speaking tests, while qualitative data were obtained from a student survey and a semi-structured teacher interview. The study lasted for 10 weeks. The findings revealed that, although both groups demonstrated improvement, mid- to high-proficiency learners in the experimental group showed stronger gains in oral proficiency compared to their peers in the control group. Lower-proficiency learners, however, required more structured scaffolding and guidance to benefit fully from VR-supported tasks. Students expressed positive perceptions of VR, describing it as engaging, motivating, and less anxiety-inducing than face-to-face communication. They emphasized its role in building confidence, practicing speaking, and fostering collaboration with peers. At the same time, students noted technical challenges such as audio clarity, connectivity, and the need for preparatory training. The teacher echoed these perspectives, highlighting VR’s potential to create immersive and interactive learning experiences, while also pointing to institutional and logistical barriers that limited its seamless integration. Theoretically, the study extends the boundaries of the Sociocultural Theory (SCT) by showing that scaffolding, mediation, and internalization can occur effectively in digitally immersive environments, not just face-to-face settings. It also expands Situated Learning Theory (SLT) by demonstrating that VR can replicate authentic, culturally relevant contexts for language use, allowing learners to participate meaningfully in simulated real-world settings. Pedagogically, the study highlights the importance of aligning VR activities with course outcomes, embedding scaffolding for lower-proficiency learners, and providing adequate institutional support for sustainable implementation. Importantly, this research represents one of the first empirical investigations of VR-supported oral proficiency development in EFL learners within the Gulf region, and the first within higher education in the UAE. While there is growing interest in immersive technologies across the UAE’s education sector, no empirical studies to date have directly examined the impact of VR on EFL oral proficiency in Gulf higher education contexts. Against this backdrop, the present study contributes original insights by addressing this gap and offering a localized perspective on how immersive technologies can be integrated into EFL classrooms to enhance oral proficiency.