在臺灣，許多以英語為外語(EFL)之學習者認為英文口說是個挑戰，然而在臺灣的學生普遍缺乏足夠的英語口說練習機會(Tseng &Yeh, 2019)，因此提供學生足夠的英語口說環境與口說練習是需要被重視的。先前研究在英語口說練習中加入虛擬實境(VR)工具，探討虛擬實境對於學生英語口說之影響。然而顯少研究探討虛擬實境對學生英語口說能力、口說焦慮及情緒之影響。因此，本研究在英語課堂中融入VR科技元素，目的在探討VR對學生英語口說能力、口說焦慮、情緒之影響，以及學生對使用VR之認知。參與本研究之40位以英語為外語之大學生分別來自兩個不同班級，一班作為實驗組、另一班則作為對照組。實驗組學生透過VR來練習口說，對照組則透過 Powerpoint來練習口說。本研究採用混合研究法，透過量化之測驗及問卷探討使用VR工具對學生英語口說能力、口說焦慮及情緒之影響；另一方面透過半結構式訪談來探討學生對使用VR工具之看法。雖然依據獨立樣本t檢定後測結果顯示兩組在口說能力上無顯著差異，然而依據成對樣本t檢定結果顯示兩組實驗前後之口說能力皆有顯著差異。除此之外，即使兩組實驗後之口說焦慮無顯著差異，實驗組訪談者肯定在獨立的VR空間中練習口說，能有效降低學生之口說焦慮，且VR工具可以作為現實口說場合前的有效練習工具。另一方面，即使後問卷顯示兩組在正向及負向情緒中無顯著差異，實驗組學生之負向情緒有顯著下降。最後，此篇研究亦探討使用VR工具之限制，包含技術層面問題及學生使用時頭暈等情形。

English speaking has been seen as a challenge for many English as a foreign language (EFL) learners in Taiwan. However, students in Taiwan have limited chances to practice their English speaking skills (Tseng &Yeh, 2019). Therefore, it is essential to provide students with adequate English speaking environments and more English speaking practices. In order to address this issue, previous studies have applied virtual reality (VR) on EFL learners’ speaking performance. However, few studies addressed EFL learners’ oral proficiency, speaking anxiety, and emotions with the use of VR. Therefore, the present study integrated VR technology in English speaking classes and aimed to explore the effects of VR on speaking performance, speaking anxiety, and emotions, as well as students’ perceptions. Forty university EFL students from two intact classes were assigned as an experimental and a control group. While students in the experimental group practiced English speaking with the use of VR tools, the counterparts in the control group used Powerpoint in the speaking activities. Mixed-method was applied in this study. The quantitative analysis of speaking performance in speaking tests and questionnaires was conducted to investigate students’ speaking performance, speaking anxiety, and emotions with the use of VR tools. On the other hand, the qualitative analysis of semi-structured interviews was conducted to explore the experimental group students’ perceptions of using VR tools in English speaking activities. Although the results from the independent t-test revealed there were no significant differences between both groups in students’ speaking performance, results from paired-sample t-test showed significant differences in both the experimental and the control group after the intervention. Furthermore, there was also no significant difference between both groups in speaking anxiety. Nonetheless, students recognized that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools for students to practice speaking before formal situations in real life. On the other hand, there were no significant differences between both groups in positive emotion affects (PA) and negative emotion affects (NA) in post-questionnaire; however, a significant decrease was found in NA after the intervention in the experimental group. Finally, limitations of using VR tools such as technical issues, and dizziness were also addressed in this study.

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