⎯ RQ1: To what extent does the use of Frame VR reduce foreign language speaking anxiety in online MFL learners compared to traditional video conferencing?
⎯ RQ2: How does the immersive environment of Frame VR influence the ability to sustain a conversation of school-aged MFL pupils?
⎯ RQ3: How do online MFL students perceive the immersive, real-life conversation scenarios in Frame VR?

Rationale
In online synchronous education, Modern Foreign Language (MFL) pupils often face significant anxiety due to “camera-on” safeguarding requirements, where being visible and audible to peers creates heightened self-awareness. This “affective filter”, so defined by Krashen (1982), frequently limits oral participation and fluency, particularly for students who have chosen online schooling due to mental health concerns or neurodivergence. While research confirms Virtual Reality’s (VR) efficacy in higher education, there is a gap in understanding its impact on school-aged learners in synchronous digital settings. This project investigates whether the psychological distance provided by avatar-mediated interaction in Frame VR can reduce anxiety and improve communicative competence.
Method
Grounded in a social constructivist framework and the Zone of Proximal Development (Vygotsky, 1978), this study employs a concurrent triangulation mixed-methods design. A purposive sample of 25–30 MFL pupils will undergo an eleven-week intervention using Frame VR. Quantitative data will be gathered through a quasi-experimental pre-test and post-test model, measuring oral fluency via speech rate and mean length of run, alongside Likert-scale surveys on confidence. Qualitatively, student diaries and semi-structured focus groups will explore subjective perceptions of “presence” and psychological safety within the 3D environment. Frame VR was specifically selected as a browser-based tool to ensure inclusivity and avoid the “digital divide” of expensive hardware.
Expected Results
The research expects to find that the anonymity afforded by avatars significantly lowers the affective filter, leading to a measurable reduction in foreign language speaking anxiety compared to traditional video conferencing. It is anticipated that the immersive, ecologically
valid scenarios—such as navigating a virtual marketplace or cafe— will reduce extraneous cognitive load, allowing students to produce more fluid, automated speech with fewer filled pauses.
Conclusions
The findings will provide valuable insights into adapting VR technology to support the emotional well-being and linguistic development of online learners. By demonstrating how immersive tools can replicate the benefits of offline interaction while maintaining the flexibility of online access, this study aims to offer a scalable model for MFL curriculum innovation that prepares students for real-world communication.
References
● Krashen, S.D. (1982) Principles and practice in second language acquisition. Available at: https://www.sdkrashen.com/content/books/principles_and_practice.pdf
● Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes. Available at: https://autismusberatung.info/wp-content/uploads/2023/09/Vygotsky-Mind-in-society.pdf