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Twenty high-level ESL graduate students worked in 10 pairs and completed two counterbalanced speaking tasks: one in low-immersive virtual reality and one in high-immersive virtual reality. Results show no statistically significant willingness differences between modalities. Task order and action-oriented instruction had stronger effects, while high-immersive conditions increased cognitive load and enjoyment. Speaking anxiety decreased after VR participation, improving self-confidence. Qualitative analysis links technological, affective-cognitive, and individual factors to students’ willingness to communicate, with implications and future research directions discussed.","An Exploration of Low-and High-Immersive Virtual Reality Modalities for Willingness to Communicate in English as a Second Language  \nBy  \nAnastassiya Yudintseva  \nA thesis submitted in conformity with the requirements  \nfor the degree of Doctor of Philosophy  \nDepartment of Curriculum, Teaching and Learning  \nOntario Institute for Studies in Education  \nUniversity of Toronto  \n© Copyright by Anastassiya Yudintseva 2024  \nAN EXPLORATION OF LOW-AND HIGH-IMMERSIVE VIRTUAL REALITY  \nMODALITIES FOR WILLINGNESS TO COMMUNICATE IN ENGLISH AS A  \nSECOND LANGUAGE  \nAbstract  \nThis mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have a greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical, theoretical, and practical implications are discussed, along with limitations and directions for future research.  \nACKNOWLEDGEMENTS  \nI want to convey my sincere appreciation to my supervisor, Prof. Jim Hewitt, for his unwavering enthusiasm, guidance, and support in bringing my research ideas to life. I extend my deepest gratitude to the thesis committee members, Prof. Douglas McDougall and Prof. Jim Slotta, for their thought-provoking questions and feedback. I thank my external examiner, Prof. Jennifer Jenson, from the University of British Columbia, and Prof. Kimberley MacKinnon, an internal-external examiner from OISE, for a constructive review of my thesis. I want to give special acknowledgement to Prof. Clare Brett for her continuous support during all the critical stages of my Ph.D. studies. Additionally, a heartfelt thanks to Prof. Mary Elizabeth Luka and Prof. David Dodick for their extraordinary insights and advice.  \nI am also grateful for the support of my colleagues throughout my learning and research journey. In particular, I want to acknowledge Lorraine Carter, Paul Alexander, Liam Stockdale, Daniel Churchill, Rob Theriault, Iwona Gniadek, Nidhi Sachdeva, John Quinn, Francesca Boschetti, Babak Bagheri, Rana Haidar, Erna Kucanin, Olesya Falenchuk, and Eliza Ren. I also want to thank all the students who participated in my research. You all inspired and motivated me to keep going and achieve my goals.  \nFinally, and above all, I want to thank my friends and family for their unconditional love, encouragement, and patience.  \nTABLE OF CONTENTS  \nACKNOWLEDGEMENTS……………………………………………………………. iii  \nTABLE OF CONTENTS ……………………………………………………………..... iv  \nLIST OF TABLES……………………………………………………………………… ix  \nLIST OF FIGURES …………………………………………………………………….. x  \nLIST OF APPENDICES……………………………………………………………….. xi  \nCHAPTER 1 RESEARCH OVERVIEW AND SIGNIFICANCE……………………... 1  \n1.1 Introduction …………………………………………………………………………. 1  \n1.2 Research Questions…………………………………………………………………. 4  \n1.3 Significanc","cbCaifsZou5o5w5y","https://ap.wps.com/l/cbCaifsZou5o5w5y","pdf",1782553,11,201,"English","en",105,"# Acknowledgements\n# Table of Contents\n# List of Tables\n# List of Figures\n# List of Appendices\n# Chapter 1 Research Overview and Significance\n## Introduction\n## Research Questions\n## Significance of the Study\n## Contextualizing Knowledge Media Design\n## Background of the Researcher\n## Thesis Overview\n# Chapter 2 Conceptual Foundations\n## Willingness to Communicate Concept\n## Environmental Barriers\n## Linguistic Barriers\n## Affective Barriers\n## Socio-Cultural Barriers\n# Chapter 3 Virtual Reality and English as a Second Language Learning Curriculum Context\n## Theoretical Frameworks","[{\"question\":\"How does the study compare low-immersive and high-immersive virtual reality for ESL communication?\",\"answer\":\"The study uses a mixed-method quasi-experimental design where participants complete two speaking tasks in counterbalanced order: one in low-immersive VR and one in high-immersive VR.\"},{\"question\":\"Did the VR immersion modality significantly change willingness to communicate?\",\"answer\":\"No statistically significant differences were found between the low- and high-immersive modalities regarding willingness to communicate.\"},{\"question\":\"What other factors influenced outcomes in addition to VR modality?\",\"answer\":\"Task order and action-oriented instructional methods had greater impact than modality. Participants also showed different affective-cognitive experiences, with higher cognitive load and enjoyment in the high-immersive condition.\"},{\"question\":\"How did virtual reality participation affect speaking anxiety and self-confidence?\",\"answer\":\"Speaking anxiety was reduced after participation in two VR tasks, leading to an increase in self-confidence.\"}]","An Exploration of Low-and High-Immersive Virtual Reality Modalities for Willingness to Communicate in English as a Second Language | PDF",1787998818,507,{"code":4,"msg":83,"data":84},"ok",{"site_id":76,"language":75,"slug":85,"title":65,"keywords":86,"description":66,"schema_data":87,"social_meta":145,"head_meta":147,"extra_data":149,"updated_unix":80},"an-exploration-of-low-and-high-immersive-virtual-reality-modalities-for-willingness-to-communicate-in-english-as-a-second-language","",{"@graph":88,"@context":144},[89,103,123],{"@type":90,"itemListElement":91},"BreadcrumbList",[92,96,98,101],{"item":93,"name":94,"@type":95,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":97,"name":9,"@type":95,"position":14},"https://docshare.wps.com/document/",{"item":99,"name":40,"@type":95,"position":100},"https://docshare.wps.com/document/research-report/",3,{"item":102,"name":65,"@type":95,"position":19},"https://docshare.wps.com/document/an-exploration-of-low-and-high-immersive-virtual-reality-modalities-for-willingness-to-communicate-in-english-as-a-second-language/158299/",{"url":102,"name":65,"@type":104,"image":105,"author":110,"headline":65,"publisher":112,"fileFormat":115,"inLanguage":75,"description":66,"dateModified":116,"datePublished":117,"encodingFormat":115,"isAccessibleForFree":118,"interactionStatistic":119},"DigitalDocument",{"url":106,"@type":107,"width":108,"height":109},"https://docshare.wps.com/thumbnails/an-exploration-of-low-and-high-immersive-virtual-reality-modalities-for-willingness-to-communicate-in-english-as-a-second-language/158299.png","ImageObject",300,407,{"name":63,"@type":111},"Person",{"url":93,"name":113,"@type":114},"DocShare","Organization","application/pdf","2026-10-28","2026-08-29",true,{"@type":120,"interactionType":121,"userInteractionCount":72},"InteractionCounter",{"@type":122},"ViewAction",{"@type":124,"mainEntity":125},"FAQPage",[126,132,136,140],{"name":127,"@type":128,"acceptedAnswer":129},"How does the study compare low-immersive and high-immersive virtual reality for ESL communication?","Question",{"text":130,"@type":131},"The study uses a mixed-method quasi-experimental design where participants complete two speaking tasks in counterbalanced order: one in low-immersive VR and one in high-immersive VR.","Answer",{"name":133,"@type":128,"acceptedAnswer":134},"Did the VR immersion modality significantly change willingness to communicate?",{"text":135,"@type":131},"No statistically significant differences were found between the low- and high-immersive modalities regarding willingness to communicate.",{"name":137,"@type":128,"acceptedAnswer":138},"What other factors influenced outcomes in addition to VR modality?",{"text":139,"@type":131},"Task order and action-oriented instructional methods had greater impact than modality. Participants also showed different affective-cognitive experiences, with higher cognitive load and enjoyment in the high-immersive condition.",{"name":141,"@type":128,"acceptedAnswer":142},"How did virtual reality participation affect speaking anxiety and self-confidence?",{"text":143,"@type":131},"Speaking anxiety was reduced after participation in two VR tasks, leading to an increase in self-confidence.","https://schema.org",{"og:url":102,"og:type":146,"og:title":65,"og:site_name":113,"og:description":66},"article",{"robots":148,"canonical":102},"index,follow",{"doc_id":61,"site_id":76}]