ISSN: 2226-6348
Open access
This study explores ESL teachers’ perceptions of integrating Virtual Reality-Assisted Language Learning (VRALL) into English for Specific Purposes (ESP) instruction, specifically within aviation English programs in vocational colleges in China. Using a qualitative exploratory design, semi-structured interviews were conducted with six aviation English instructors. Thematic analysis revealed four key findings: VRALL significantly enhanced student engagement and oral communication confidence; students initially experienced disorientation but adapted quickly, leading to increased motivation; teachers faced challenges including misaligned VR content, insufficient training, and technical limitations; and educators suggested improvements such as customized VR scenarios, deeper integration into curricula, and structured teacher training. The findings largely align with previous research on VRALL benefits and barriers, while providing new insights into its application in aviation-specific ESP contexts. This study highlights the necessity of authentic content development, institutional support, and professional development for successful VRALL implementation. Future research should expand to other ESP fields, incorporate student outcomes, and examine the long-term impact of VRALL adoption on language proficiency and professional readiness.
Barrett, A. J., Pack, A., & Quaid, E. D. (2021). Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses. Computers & Education, 169, 104214.
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1–14.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Carter, D. (1983). Some propositions about ESP. The ESP Journal, 2(2), 131–137.
Cowie, N., & Alizadeh, M. (2022). The affordances and challenges of virtual reality for language teaching. RELC Journal, 53(2), 051–065.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). SAGE Publications.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
Gunarso, A. G., & Chen, S.-C. (2020). The challenges and needs of nurses’ English communication: A case study in Taipei City Hospital in Taiwan. In Proceedings of the 1st International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) (pp. 34–48). International Research Enthusiast Society Inc.
Harding, K. (2007). English for specific purposes. Oxford University Press.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Hsu, P. S. (2019). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends, 63(6), 663–673.
Huang, H. L., Hwang, G. J., & Chang, C. Y. (2023). The effects of virtual reality-assisted language learning: A meta-analysis. Sustainability, 14(6), 3147.
Huang, H. L. (2024). Exploring the impact of VR scaffolding on EFL teaching and learning: Anxiety reduction, perceptions, and influencing factors. Multimodal Technologies and Interaction, 8(10), 85.
Huang, J., Li, J., Shu, T., & Zhang, Y. (2022). A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective. Frontiers in Psychology, 13, 1035819.
Hua, C., & Wang, J. (2023). Virtual reality-assisted language learning: A follow-up review (2018–2022). Frontiers in Psychology, 14, 1153642.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge University Press.
International Civil Aviation Organization. (2010). Manual on the implementation of ICAO language proficiency requirements (Doc 9835, 2nd ed.). ICAO.
Jiao, F., Song, J., Zhao, X., Zhao, P., & Wang, R. (2021). A spoken English teaching system based on speech recognition and machine learning. International Journal of Emerging Technologies in Learning, 16(14), 68–82.
Kaplan-Rakowski, R., & Gruber, A. (2019). Low-immersion versus high-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. In Proceedings of the 11th International Conference on Education and New Learning Technologies (pp. 552–557).
Kaplan-Rakowski, R., & Wojdynski, T. (2018). Students' attitudes toward high-immersion. Future-proof CALL: language learning as exploration and encounters–short papers from EUROCALL 2018, 124.
Khukalenko, I. S., Kaplan-Rakowski, R., An, Y., & Iushina, V. D. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27(8), 11591–11613.
Kostic Bobanovic, M., & Grzinic, J. (2011). The importance of English language skills in the tourism sector: A comparative study of students/employees perceptions in Croatia. Almatourism: Journal of Tourism, Culture and Territorial Development, 2(4), 10–23.
Kvale, S. (2007). Doing interviews. SAGE Publications.
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164.
Mannery, J. (2023). Immersive Learning: Barriers to (Virtually) Exploring the Great Unknown. Notre Dame Journal on Emerging Tech., 5, 162.
MOEPRC-Ministry of Education of the People’s Republic of China. (2024, March 1). MOE press conference presents China’s educational achievements in 2023. http://en.moe.gov.cn/news/press_releases/202403/t20240301_1115814.html
Ozgun, O., & Sadik, O. (2023). Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review. Educational Policy Analysis and Strategic Research, 18(4), 32-61. https://doi.org/10.29329/epasr.2023.631.2
Papin, K., & Kaplan-Rakowski, R. (2022). A study on vocabulary learning using 360° pictures. Computer Assisted Language Learning. Advance online publication.
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 28(3), 1–14.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE Publications.
Raman, K., Hashim, H., & Ismail, H. H. (2023). Enhancing English verbal communication skills through virtual reality: A study on engagement, motivation, and autonomy among ESL learners. International Journal of Learning, Teaching and Educational Research, 22(12), 237–261.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.
Tan, Y. L., Yunus, M. M., & Said, N. E. M. (2024). Riding the VR wave: A closer look at teachers’ acceptance in the ESL classroom. International Journal of Academic Research in Progressive Education and Development, 13(3), 775–791.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.
Xie, Y., Chen, Y., & Ryder, L. H. (2021). Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency. Computer Assisted Language Learning, 34(3), 225–245.
Yeh, Y. L., & Lan, Y. J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693–708.
Yu, N., Yu, B., de Jong, M., & Storm, S. (2015). Does inequality in educational attainment matter for China’s economic growth? International Journal of Educational Development, 41, 164–173.
Yudintseva, A. (2024). An exploration of low-and high-immersive virtual reality modalities for willingness to communicate in English as a second language. Computers & Education: X Reality, 5, 100076.
Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. (2017). Negotiation for action: English language learning in game-based virtual worlds. The Modern Language Journal, 93(4), 489-511. https://doi.org/10.1111/j.1540-4781.2009.00927.x
Yu, C., & Said, S. B. M. (2025). Enhancing Aviation English Speaking Skills through Virtual Reality-Assisted Language Learning: Insights from Vocational College Teachers in China. International Journal of Academic Research in Progressive Education and Development, 14(2), 912–929.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode