Collaborative Writing Using the Sites in VR Application: A case of Iranian EFL learners

Computer-Assisted Language Learning (CALL) has revolutionized language education, with virtual reality (VR) offering innovative opportunities for immersive learning. Through a mixed-methods design, this study examines the effects of collaborative writing using the Sites in VR application on the writing performance and attitudes of Iranian EFL learners towards using the application for collaborative writing. Adopting a pretest-posttest control group design, two intact classes, including 30 intermediate female learners (aged 16–20), were randomly divided into experimental and control groups. The experimental group explored sites using the Sites in VR application with a VR box, while the control group viewed the same sites through images. Both groups completed writing tasks after exploration and discussion sessions. Writing performance was assessed pre- and post-intervention. Statistical analyses (ANCOVAs and MANOVA) revealed significant improvements in the experimental group’s writing performance compared to the control group. Analyzing the participants’ attitudes through semi-structured interviews revealed that they held predominantly positive attitudes toward using the Sites in the VR application for collaborative writing. Key themes included increased motivation, enhanced creativity, and improved collaboration. These findings underscore the potential of VR-based collaborative writing to enhance language learners’ performance and engagement.