the effect of virtual reality videos on iranian language learners' listening and speaking

Virtual reality (vr) has promptly developed as user-friendly and favorable by teenagers recently. vr can be particularly effective and useful for language teaching if the tasks are designed based on the needs of learners and predetermined outcomes. this article introduces the vr videos that we used for foreign language learning and explores the effectiveness of vr language learning (vr) which is in its early stages. to achieve this purpose, a course was designed in which students have watched with their 3 dimensional videos after purposeful instruction. a total of 20 high school students, ranging in age from thirteen to sixteen, were enrolled in english lessons. a pre-test/post-test design was used to investigate the cognitive effects of the vr videos approach on the student’s oral skills. significant difference in the listening and speaking skills was found with a large effect size at the significance level of 0.01. descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of the vr video approach. the result showed that vr video classrooms promoted and improved learners’ satisfaction, interest, confidence, and motivation at the significance level of 0.01.