英語已被公認為全球交流的通用語言。然而，由於缺乏真實的英語環境，英語作為外語（EFL）學生經常面臨有限的口語練習機會。對於EFL學習者而言，發展英語口語能力是一項基本的溝通技能，但學習和克服口語焦慮是具有挑戰性的。

因此，隨著新興的數位科技的發展，虛擬實境（VR）應用被認為將在語言教育和口語訓練中帶來重大轉變。本研究旨在建立一個沉浸式的VR環境，利用虛擬實境技術使學習者完全沉浸在真實的英語語境中。然而，根據一些學者的觀點，如果學習者缺乏有效的學習策略指導，他們在虛擬學習體驗中有效組織獲得的資訊和建立新知識與原有知識之間的連結的能力可能會受到阻礙。因此，本研究採用了概念構圖法，作為知識建構和組織的有效策略，它在教育領域已顯示出良好的前景。

為了評估所提出的方法的有效性，我們在國中英語課程中進行了前測/後測控制和準實驗設計。共有47名EFL學生被隨機分配到實驗組（n = 25）和對照組（n = 22）。實驗組透過VR結合概念構圖的方法學習，而對照組則透過傳統的VR學習。

結果顯示，基於概念圖的VR方法對EFL學習者的英語口語表現有積極和顯著的影響，並能將他們的英語口語焦慮降到最低。此外，學生的概念圖得分、英語口語表現和自我效能感之間存在著統計學上的顯著關聯。研究結果還表明，口語焦慮與概念圖分數之間存在明顯的負相關關係。因此，可以得出結論，基於概念圖的VR有助於學習者以更有效的方式學習。

English has gained recognition as a universal language for communication worldwide. However, due to the lack of authentic English-speaking environments, EFL (English as Foreign Language) learners often encounter limited opportunities to converse in a contextual environment. For EFL learners, developing oral English proficiency is considered an essential communication skill, yet it can be challenging to learn effectively and overcome anxiety.
Hence, as emerging digital technologies, Virtual Reality (VR) applications are predicted to create a paradigm shift in language education and training. The research aimed to create an immersive VR environment that utilized Virtual Reality technology to fully immerse learners in authentic English-speaking contexts. However, according to some scholars, if learners lack effective learning strategies to guide them, their ability to effectively organize acquired information and establish connections between new and prior knowledge may be hindered during the virtual learning experience. Therefore, the concept mapping approach was employed in this research as an effective strategy for knowledge construction and organization, which has shown promise in the field of education.
To evaluate the effectiveness of the proposed approach, a pre-test/post-test control and a quasi-experimental design was conducted in a junior high school English course. A total of forty-seven EFL students were randomly assigned to experimental (n = 25) and control (n = 22) groups. The experimental group learned via VR combined with concept mapping approach, whereas the control group learned with conventional VR.
The results showed that the concept mapping-based VR approach has a positive and significant influence on EFL learners’ English-speaking performance, and can minimize their English-speaking anxiety. Furthermore, there is a statistically significant correlation between students’ concept map scores, English speaking performance, and self-efficacy. The results also indicated a significant negative correlation between speaking anxiety and concept map scores. As a consequence, it is concluded that the concept mapping-based VR is helpful for learners to learn in a more effective way.

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