Teacher-Designed Low-Cost VR Tasks and Their Impact on EFL Learners' Speaking Fluency in Algerian Higher Education

Abstract

This research explores the effects of a teacher-designed, low-cost VR-based speaking task on the speaking fluency of third-year (L3) English as a foreign Language learners at Belhadj Bouchaib University. A quasi-experimental design was adopted, comprising pre-tests and post- tests for the control and experimental groups of the Continuous Oral Production module. The experimental group (N=10) prepared their oral presentations implementing immersive 360° virtual reality videos available on YouTube through smartphones (with final presentations delivered using shared PCs). Whereas the control group (N=10) prepared their presentations using non-immersive conventional visual materials, including digital photographs and videos. Both groups were assessed at pre-test and post-test using an Oral Fluency Rating Rubric designed by the researcher, scored out of 20 points, assessing five criteria: speech rate, pause frequency, repair and self-correction, speech continuity, and fluency markers use. Descriptive statistics, independent samples t-tests, and paired samples t-tests were used to analyse data. Findings showed that the control group significantly improved in speaking fluency (p<0.001, d=1.806), while the experimental group exhibited no significant improvement (p=0.853, d=0.060). The hypothesis of the research was not supported. These results are explained in light of the theories of Cognitive Load, Constructivist Learning, and Task-Based Language Teaching. This research concludes that despite the potential of low-cost VR in the context of education, its success in teaching EFL speaking is determined by how it is implemented and by students’ experience with VR technology.