PC or VR: Using Technology to Develop Conversational Competence

Technological advances have provided language learners with various options for independent practice via Personal Computers (PC) and Virtual Reality (VR) headsets. To optimize the use of these platforms and establish user expectations, it is essential to evaluate their effects on language learning. This exploratory study investigates the impact of using a language learning tool in VR, compared to using it on PC, with focus on the development of conversational competence. A total of 3 undergraduate students, native English speakers taking an Elementary Arabic course, completed a total of 8 weekly practice sessions on an online platform offering gamified scenarios playable on VR headsets (surround-view) and PC (2D rendering). Each participant received a VR headset or a PC for the first set of 4 practice sessions, and they switched mediums in the second set. The participants’ performance was evaluated through pre- and post-interviews which were analyzed quantitatively in terms of accuracy and responsiveness. Additionally, a learning experience questionnaire was administered after each stage of the study. Responses to Likert-scale items were analyzed quantitatively, while open-ended responses were thematically coded. Findings revealed that PC practice sessions resulted in greater development of conversational competency, primarily in terms of accuracy. Conversely, VR practice sessions scored higher for learner experience in the areas of usability, enjoyment, authenticity, and immersiveness.