The Relationship Between Immersive VR-Based Language Learning and EFL Learners' Perceptual, Motor, and Cognitive Skills.

Abstract

The increasing use of immersive virtual reality (VR) in English as a foreign language (EFL) education has generated growing interest in its potential to support learner engagement and skill development. However, empirical evidence explaining how engagement in VR-based learning relates to perceptual, motor, and cognitive skills remains limited. This study investigated the structural relationships among VR engagement, perceptual skills, motor skills, and cognitive skills in an EFL context. Data were collected from EFL learners who participated in VR-based English learning tasks and were analyzed using structural equation modeling with SPSS (v27) and AMOS (v24). The measurement model demonstrated acceptable reliability and validity for all constructs. The structural model revealed that VR engagement was a significant predictor of perceptual, motor, and cognitive skills, with the strongest effect observed for cognitive skills. These findings indicate that learner engagement plays a central role in shaping how VR-based activities are experienced and perceived in language learning contexts. The study contributes to immersive language learning research by offering a process-oriented account of VR use that emphasizes engagement as a key mechanism rather than treating technology as an isolated factor. Pedagogical implications highlight the importance of designing VR language tasks that foster active participation and sustained involvement.