The evolving impact of virtual reality-based cultural immersion: A longitudinal mixed-methods study on EFL learners' intercultural sensitivity, willingness to communicate, and L2 learning motivation

This longitudinal mixed-methods study, framed by Self-Determination Theory (SDT), investigated the immediate and sustained impact of a virtual reality (VR)-based cultural immersion program on intercultural sensitivity (IS), willingness to communicate (WTC), and L2 learning motivation of English as a Foreign Language (EFL) learners. Fifty-three undergraduate EFL majors experienced either a 6-week VR cultural immersion or a non-VR program. Quantitative data (IS, WTC, L2 motivation scales) were collected at five time points over eight months; 48 participants completed all phases. Qualitative data involved semi-structured interviews immediately post-intervention (n = 14, VR group) and at a 6-month follow-up (n = 7 subset). Initial ANCOVA showed greater immediate VR group improvements in IS, WTC, and L2 motivation versus controls. Multilevel modeling revealed more positive 6-month growth trajectories for the VR group in IS and L2 motivation. While WTC gains remained above baseline and control levels, the trajectory plateaued following initial increases. Qualitative data showed that VR's immersion and interactivity fulfilled needs for autonomy, competence, and relatedness, boosting initial engagement. Follow-up interviews indicated that empowering memories, applied cultural insights, and evolved learning strategies sustained IS and motivation, while contextualizing the observed WTC patterns. Overall, VR-based cultural immersion is a powerful tool for fostering immediate and enduring progress in key affective and intercultural domains, initiating positive developmental trajectories for EFL learners.