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All Journal Asshika
Rahis Pasaribu, Gumarpi
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Education Languange, Linguistic, Communication & Media

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The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching Rahis Pasaribu, Gumarpi; Febrika Dwi Lestari; Muchlas Suseno
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/8hncef66

Abstract

This study aims to explore the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in the development of speaking fluency through interactive simulation. The results of the study indicate that the use of VR can improve learners' pronunciation and fluency, especially by providing immediate feedback and the opportunity to practice in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. This study also highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.
The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching Rahis Pasaribu, Gumarpi; Febrika Dwi Lestari
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/0tzktj41

Abstract

This study aims to explore the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in the development of speaking fluency through interactive simulation. The results of the study indicate that the use of VR can improve learners' pronunciation and fluency, especially by providing immediate feedback and the opportunity to practice in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. This study also highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.  
The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching Rahis Pasaribu, Gumarpi; Febrika Dwi Lestari; Muchlas Suseno
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/8hncef66

Abstract

This study aims to explore the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in the development of speaking fluency through interactive simulation. The results of the study indicate that the use of VR can improve learners' pronunciation and fluency, especially by providing immediate feedback and the opportunity to practice in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. This study also highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.
Co-Authors Febrika Dwi Lestari Muchlas Suseno