Student Practices and Perceptions of Autonomous English Learning with Virtual Reality
An ImmerseMe Case Study
DOI:
https://doi.org/10.33541/jet.v12i3.8562Keywords:
learner autonomy, virtual reality, English as a foreign language (EFL), immersive learning, ImmerseMeAbstract
The integration of virtual reality (VR) into English language education has created new opportunities to promote learner autonomy through immersive and authentic communicative experiences. However, empirical evidence regarding how students perceive these environments and how they influence autonomous learning remains limited. This mixed-methods case study investigated undergraduate students' practices and perceptions of autonomous English learning using the ImmerseMe virtual reality platform at a private Colombian university. Thirty-four English as a Foreign Language (EFL) learners participated in the study by completing a structured questionnaire consisting of Likert-scale items and an open-ended question after engaging with immersive learning scenarios. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis to identify recurring patterns. The findings revealed consistently positive perceptions of learner autonomy, particularly regarding self-directed learning, goal setting, reflection, and willingness to continue using VR independently. Students also reported high levels of usability, confidence, and motivation, although perceptions of immersion varied considerably across participants, suggesting that immersive experiences are influenced by individual and contextual factors. Qualitative findings further indicated that students valued the platform for reducing language anxiety and providing authentic opportunities to practice English in realistic situations. These results suggest that VR environments such as ImmerseMe can effectively support autonomous language learning when accompanied by appropriate pedagogical guidance and institutional support. The study contributes to the growing body of research on technology-enhanced language learning by emphasizing that learner autonomy emerges not from immersion alone but from the interaction between technological affordances, reflective learning practices, and learner agency. Future longitudinal and comparative studies are recommended to examine the sustainability of these outcomes across diverse educational settings.
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