書寫技能普遍被視為語言學習中一個複雜且要求高的方面。近年來，由於其沉浸式環境，虛擬實境工具在各個學科領域中的應用逐漸增多。考慮到目前對虛擬實境對學生英文描述性寫作、寫作前規劃和對虛擬實境工具的感知影響的研究有限，本研究旨在通過進行準實驗來填補這一研究空白。為了評估學生通過沉浸式學習進行描述性英文寫作的能力，將 40 名大學英語為外語專業學生隨機分配到實驗組和對照組。兩組學生接受相同的指導，實驗組通過虛擬實境環境進行沉浸式探索，對照組使用紙質教材。兩名獨立評分者根據內容、組織、詞彙、語言使用和語法結構評估寫作樣本，同時將寫作前的規劃劃分為三種風格和內容類型。此外，還進行了接受度調查和半結構化訪談，以三角化定量數據。研究結果顯示兩組之間的文章沒有顯著差異。寫作前規劃的分析表明，實驗組學生利用個人經驗來組織思維，而對照組學生主要依賴詞彙，這表明虛擬實境增強了參與者的聯想和組織能力。另外，從訪談獲得的實證證據顯示，使用虛擬實境作為提升寫作技能的工具獲得了積極的反饋，例如豐富的體驗、無限制的探索和時間效率。再者，訪談數據揭示了在寫作輔助方面應用虛擬實境面臨的四個不同挑戰，包括虛擬實境在不同類型英文寫作上的適用性受限、創意減少、需要大量時間來熟悉設備以及暈眩。最後，還確認了學生寫作表現與他們對虛擬實境的感知之間的相關性。因此，討論了相應的意義和未來研究方向。

The skill of writing is commonly recognized as a complex and demanding
aspect of language acquisition. Recent years have witnessed a rise in the use of virtual reality tools across various disciplines due to their immersive environments.
Considering the limited research on the effects of virtual reality on students' English descriptive writing, ideas-gathering plans, and perceptions of virtual reality tools, this study aims to fill this research gap by conducting an experiment. To evaluate students' descriptive English writing through immersive learning, 40 undergraduate EFL students were randomly assigned to an experimental and a control group. Both groups received identical instruction with the experimental group engaging in immersive exploration in the VR environments and the control group using paper-based material.

Two independent raters assessed the writing samples according to their content,
organization, vocabulary, language usage, and mechanics while categorizing the ideas
gathering plans into four styles and three content types. The result indicated that
participants from experimental group demonstrated a higher tendency to include
personal experience in the ideas-gathering plans while their counterparts mostly relied on replicating vocabularies to help them construct writing ideas. Additionally, acceptance surveys and semi-structured interviews were conducted to triangulate the quantitative data. The findings revealed no significant difference between the two groups essays. Analysis of the ideas-gathering plans demonstrated that students in the experimental group used personal experience to structure their thoughts, while their counterparts primarily relied on vocabulary, which suggested that virtual reality enhanced participants' associative and organizational abilities. Moreover, the empirical evidence obtained from the interviews revealed positive feedback about utilizing virtual reality (VR) as a tool for enhancing writing skills, such as vivid experiences, unrestricted exploration, and time efficiency. Additionally, the interview data unveiled four distinct challenges associated with the implementation of VR in the context of writing assistance, including the potential restriction on the applicability of VR to different genres of English writing, a decrease in creativity, the requirement of a substantial amount of time to become familiar with the equipment, and dizziness. Finally, a correlation between students' writing performance and their perceptions of
virtual reality was also confirmed. Implications and future research directions are thus discussed.

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