虛擬實境(VR)具有沈浸式及互動式的特性，在近幾年時常被使用在語言學習的口說能力訓練課程及研究當中，然而很少有研究將受試者聚焦在國小學生上，虛擬實境與口說表達意願(WTC)及學習自主性(Learning Autonomy)間的關聯也未獲得足夠的關注。因此，本研究旨在探討虛擬實境課程搭配英語課程否能增進國小生的英語口說表現、口說表達意願、及學習自主性。本研究邀請五十六名國小生，分別分成實驗組利用虛擬實境軟體Cospaces進行虛擬的博物館導覽，以及對照組使用圖片進行導覽，導覽過後，兩組學生皆會進行對話及單字的練習。研究中使用的工具包括由台灣語言訓練與測驗中心開發的口語考試，以評估學生在1）發音、流利度和語調以及2）語法和詞彙使用上的英語口說表現，採用問卷調查口說表達意願、及學習自主性，並利用半結構式訪談來探索學生對於使用虛擬實境的看法。研究中有兩名獨立評分員為學生進行口試的評分，評分者間的信度達到 0.992。
根據獨立 t 檢定的結果顯示，虛擬實境在學生口語表現中的語法和詞彙使用有顯著的差異，然而實驗組和對照組在發音、流利度和語調、口說表達意願和學習自主性方面沒有顯著差異。此外，實驗組表達了他們對使用虛擬實境學習英語的興趣以及他們對未來虛擬實境課程的建議。根據以上研究結果，虛擬實境對於國小學生在英語口說上的語法和詞彙使用方面有顯著的成效，最後，本研究也建議在 Cospaces 中加入回饋機制和互動性的功能，以及延長實驗時間，才能看出虛擬實境在口說表現中的發音、流暢性、語調，口說表達意願和學習自主性中能有成效。

In recent years, virtual reality (VR) is often used by teachers and researchers to enhance language learners’ speaking ability. For EFL learners, using VR to practice their communication skills is well studied due to its immersive and interactive features. However, little research has focused their participants on the primary level, and few of them have examined the relationship among VR, willingness to communicate (WTC) and learning autonomy. Therefore, this study investigated the effects of VR on elementary school students' English-speaking performance as well as their WTC and learning autonomy. Fifty-six Taiwanese EFL six-grade students, divided into an experimental and a control group evenly (n=28 per group), were guided around a natural museum in Taichung, Taiwan. Students in the experimental group were guided with Cospaces, a VR software, and with VR headsets while their counterparts in the control group were guided with pictures only. Followed by the tour, both groups of students learned and practiced dialogues and vocabulary related to the museum. Instruments included a validated speaking test developed by a reputable language testing institution in Taiwan, Language Training and Testing Center, to evaluate students' English-speaking performances on 1) pronunciation, fluency and intonation and 2) grammar and lexical use, adopted questionnaires to examine WTC and learning autonomy, semi-structured interviews to explore the perceptions of the participants. Two independent raters helped rate students’ oral exams. The inter-rater reliability reached .992.
Results from the independent t-tests demonstrated that VR significantly increased students’ grammar and lexical use in their speaking performance. Nevertheless, no significant improvement was found in pronunciation, fluency and intonation, WTC and learning autonomy between the experimental and control group. Additionally, the experimental group expressed their interest towards using VR to learn English and their advice for future VR activities. It can be concluded that VR can enhance elementary EFL students’ oral proficiency in terms of grammar and lexical use. However, it is suggested that future research should consider incorporating feedback and adding interactive features in Cospaces, as well as extending time for intervention before drawing a sound conclusion on the effects of VR on pronunciation, fluency, intonation, WTC and learning autonomy.

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