This study investigates how immersive virtual reality (IVR) environments foster learner agency in English as a Foreign Language (EFL) classrooms. Grounded in the CAMIL model (Makransky & Petersen, 2021), which highlights the roles of embodiment, situational interest, and self-efficacy in immersive learning, the study examines how IVR affordances support autonomous, agentive participation and influence language learning outcomes. A semester-long classroom implementation was conducted with six elementary-level EFL learners who engaged in weekly IVR-based, task-oriented lessons. Data included recorded IVR sessions, analyzed using a behavioral coding scheme for avatar interactions, and semi-structured interviews with learners and their teacher. Findings indicate that high levels of environmental controllability enabled learners to exercise autonomy through dynamic interactions with virtual objects and peers. Evidence of increased self-directed participation aligned with CAMIL-related constructs, particularly embodiment and situational interest. However, enjoyment-driven interactions occasionally diverted attention from instructional goals, underscoring the need for careful task design. Overall, the study demonstrates that IVR can meaningfully support agency development in EFL contexts while highlighting the pedagogical importance of balancing immersive engagement with focused learning objectives.

Authors:
Meei-Ling LIaw, National Taichung University of Education, Taiwan

About the Presenter(s)
Dr Meei-Ling LIaw is a University Professor/Principal Lecturer at National Taichung University of Education in Taiwan

See this presentation on the full schedule – Tuesday Schedule

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