{"id":274,"date":"2026-03-17T10:50:20","date_gmt":"2026-03-17T10:50:20","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/?p=274"},"modified":"2026-03-17T10:50:20","modified_gmt":"2026-03-17T10:50:20","slug":"overcoming-foreign-language-speaking-anxiety-using-immersive-virtual-reality","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/2026\/03\/17\/overcoming-foreign-language-speaking-anxiety-using-immersive-virtual-reality\/","title":{"rendered":"Overcoming Foreign Language Speaking Anxiety using Immersive Virtual Reality"},"content":{"rendered":"

Foreign language speaking anxiety (FLSA) is a widely experienced phenomenon when learning a new language, characterised by the feeling of apprehension and fear when\u00a0attempting\u00a0to communicate (Horwitz,\u00a0Horwitz\u00a0and Cope, 1986). Rather than being a necessary discomfort of the learning process, many studies have\u00a0identified\u00a0this anxiety as having a negative impact on language learning achievement (Gardner\u00a0<\/span>et al.<\/span><\/i>, 1976; Krashen, 1985; Horwitz,\u00a0Horwitz\u00a0and Cope, 1986; Aida, 1994; Botes, Dewaele and Greiff, 2020). Although the concept of FLSA has been well studied, research has focused on classroom contexts and limited numbers of participants, with most in full time education, with little representation for\u00a0self directed\u00a0and adult learners. With formal language learning in \u201ccatastrophic decline\u201d (Higher Education Policy Institute, 2025), and online apps such as Duolingo reaching over 50 million daily active users (Duolingo, 2025), it is important to\u00a0reflect\u00a0these\u00a0new trends\u00a0in language learning\u00a0in research.<\/span>\u00a0<\/span><\/p>\n

This study aims to mitigate foreign language speaking anxiety using immersive virtual reality exposure therapy (VRET). This intervention has been extensively explored for other types of anxiety disorders, with strong support for the effectiveness of VR based interventions and their translation into real world situations (Boeldt\u00a0<\/span>et al.<\/span><\/i>, 2019; Carl\u00a0<\/span>et al.<\/span><\/i>, 2019; Reeves\u00a0<\/span>et al.<\/span><\/i>, 2022;\u00a0Seuling,\u00a0Czernin\u00a0and Schiele, 2024; Tan\u00a0<\/span>et al.<\/span><\/i>, 2025; Zeng\u00a0<\/span>et al.<\/span><\/i>, 2025). VRET involves a participant engaging in a safe and controlled simulated environment reflecting one which would usually trigger their anxiety. Anxiety levels reduce through repeated exposure, translating to less anxiety in a\u00a0real-world\u00a0situation.<\/span>\u00a0<\/span><\/p>\n

Some studies have already investigated the use of VRET to combat FLSA, but as with more generalised FLSA research, many focus on 18 –\u00a025-year-olds\u00a0in full time education and public speaking settings rather than spontaneous conversation. Professional and public speaking ability does not appear to be a major driver for\u00a0self directed\u00a0language learners; in a study conducted by language learning app Babbel (2016), the most popular reason for\u00a0language learning\u00a0was to communicate more easily when travelling. This is supported by a survey on UK adults from the British Council (2020), which cited making international travel easier as the most popular benefit of learning a foreign language. This highlights the importance of conducting further research on interventions in contexts where learners intend to use their target language.<\/span>\u00a0<\/span><\/p>\n

To include as many participants as possible in this research, a citizen science approach will be used, meaning participants will\u00a0be given guidance enabling them to\u00a0conduct their own interventions and collect their own data.\u00a0This has the\u00a0potential to\u00a0greatly increase\u00a0the number of participants\u00a0by removing\u00a0geographical constraints.<\/span>\u00a0<\/span><\/p>\n

Participants will be divided into three groups to conduct spontaneous speaking practice sessions; the first group will talk aloud to themselves, the second will speak to strangers via an online avatar controlled by keyboard and mouse, and the third group will speak to strangers via an online avatar controlled by an immersive VR headset. All groups will\u00a0participate\u00a0in four\u00a0five-minute\u00a0sessions, completing questionnaires before and after each session to measure their anxiety. Both online intervention groups will use an online platform called\u00a0VRChat, which is a virtual world platform primarily used for socialising (VRChat, 2025).<\/span>\u00a0<\/span><\/p>\n

Based on the findings of other studies, it is predicted that the VR intervention group should experience a more substantial decrease in their foreign language anxiety scores, followed by the keyboard and mouse group, with the speaking alone group seeing the least dramatic decrease in FLSA.<\/span>\u00a0<\/span><\/p>\n

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References<\/span><\/b>\u00a0<\/span><\/p>\n

Aida, Y. (1994) \u2018Examination of Horwitz, Horwitz, and Cope\u2019s Construct of Foreign Language Anxiety: The Case of Students of Japanese\u2019,\u00a0<\/span>The Modern Language Journal<\/span><\/i>, 78(2), pp. 155\u2013168. Available at: https:\/\/doi.org\/10.2307\/329005.\u00a0<\/span>\u00a0<\/span><\/p>\n

Babbel (2016)\u00a0<\/span>Survey: Top Reasons Why People Learn\u00a0A\u00a0New Language<\/span><\/i>,\u00a0<\/span>Babbel Magazine<\/span><\/i>. Available at: https:\/\/www.babbel.com\/en\/magazine\/why-learn-languages (Accessed: 16 March 2026).\u00a0<\/span>\u00a0<\/span><\/p>\n

Boeldt, D., McMahon, E., McFaul,\u00a0M.\u00a0and Greenleaf, W. (2019) \u2018Using Virtual Reality Exposure Therapy to Enhance Treatment of Anxiety Disorders:\u00a0Identifying\u00a0Areas of Clinical Adoption and Potential Obstacles\u2019,\u00a0<\/span>Frontiers in Psychiatry<\/span><\/i>, 10, p. 773. Available at: https:\/\/doi.org\/10.3389\/fpsyt.2019.00773.\u00a0<\/span>\u00a0<\/span><\/p>\n

Botes, E., Dewaele, J.-M. and Greiff, S. (2020) \u2018The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis\u2019,\u00a0<\/span>Journal for the Psychology of Language Learning<\/span><\/i>, 2, pp. 26\u201356. Available at: https:\/\/doi.org\/10.52598\/jpll\/2\/1\/3.\u00a0<\/span>\u00a0<\/span><\/p>\n

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Duolingo (2025)\u00a0<\/span>Duolingo Surpasses 50\u00a0Million\u00a0Daily Active Users, Grows DAU\u00a036%\u00a0and Revenue 41% in Third Quarter 2025 Year over Year – Duolingo, Inc.<\/span><\/i>\u00a0Available at: http:\/\/investors.duolingo.com\/news-releases\/news-release-details\/duolingo-surpasses-50-million-daily-active-users-grows-dau-36 (Accessed: 19 November 2025).\u00a0<\/span>\u00a0<\/span><\/p>\n

Gardner, R., Smythe, P.C., Cl\u00e9ment, R. and\u00a0Gliksman, L. (1976) \u2018Second language acquisition: A social psychological perspective\u2019,\u00a0<\/span>Canadian Modern Language Review<\/span><\/i>, 32, pp. 198\u2013213.\u00a0<\/span>\u00a0<\/span><\/p>\n

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Krashen, S.D. (1985)\u00a0<\/span>Second language acquisition and second language learning<\/span><\/i>. Reprinted. Oxford: Pergamon\u00a0Pr\u00a0(Language teaching\u00a0methodology\u00a0series).\u00a0<\/span>\u00a0<\/span><\/p>\n

Reeves, R., Curran, D., Gleeson,\u00a0A.\u00a0and Hanna, D. (2022) \u2018A Meta-Analysis of the Efficacy of Virtual Reality and In Vivo Exposure Therapy as Psychological Interventions for Public Speaking Anxiety\u2019,\u00a0<\/span>Behavior\u00a0Modification<\/span><\/i>, 46(4), pp. 937\u2013965. Available at: https:\/\/doi.org\/10.1177\/0145445521991102.\u00a0<\/span>\u00a0<\/span><\/p>\n

Seuling, P.D.,\u00a0Czernin, N.S. and Schiele, M.A. (2024) \u2018Virtual Reality exposure therapy in the treatment of public speaking anxiety and social anxiety disorder\u2019,\u00a0<\/span>Neuroscience Applied<\/span><\/i>, 3, p. 104074. Available at: https:\/\/doi.org\/10.1016\/j.nsa.2024.104074.\u00a0<\/span>\u00a0<\/span><\/p>\n

Tan, Y.L., Chang, V.Y.X., Ang, W.H.D., Ang,\u00a0W.W.\u00a0and Lau, Y. (2025) \u2018Virtual reality exposure therapy for social anxiety disorders: a meta-analysis and meta-regression of randomized controlled trials\u2019,\u00a0<\/span>Anxiety, Stress, & Coping<\/span><\/i>, 38(2), pp. 141\u2013160. Available at: https:\/\/doi.org\/10.1080\/10615806.2024.2392195.\u00a0<\/span>\u00a0<\/span><\/p>\n

VRChat\u00a0(2025)\u00a0<\/span>VRChat<\/span><\/i>. Available at: https:\/\/hello.vrchat.com (Accessed: 16 March 2026).\u00a0<\/span>\u00a0<\/span><\/p>\n

Zeng, W., Xu, J., Yu,\u00a0J.\u00a0and Chu, X. (2025) \u2018Effectiveness of virtual reality therapy in the treatment of anxiety disorders in adolescents and adults: a systematic review and meta-analysis of randomized controlled trials\u2019,\u00a0<\/span>Frontiers in Psychiatry<\/span><\/i>, 16, p. 1553290. Available at: https:\/\/doi.org\/10.3389\/fpsyt.2025.1553290.\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Foreign language speaking anxiety (FLSA) is a widely experienced phenomenon when learning a new language, characterised by the feeling of apprehension and fear when\u00a0attempting\u00a0to communicate (Horwitz,\u00a0Horwitz\u00a0and Cope, 1986). Rather than being a necessary discomfort of the learning process, many studies have\u00a0identified\u00a0this anxiety as having a negative impact on language learning achievement (Gardner\u00a0et al., 1976; Krashen, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[167,166,164,163,165],"class_list":["post-274","post","type-post","status-publish","format-standard","hentry","category-uncategorised","tag-citizen-science","tag-foreign-language-anxiety","tag-informal-language-learners","tag-second-language-acquisition","tag-vr-exposure-therapy"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/274","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/comments?post=274"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/274\/revisions"}],"predecessor-version":[{"id":275,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/274\/revisions\/275"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/media?parent=274"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/categories?post=274"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/tags?post=274"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}