The Impact of Virtual Reality-Based Instruction on Saudi EFL Learners’ Perception and Use of English Idioms

Abstract

This study adopts a mixed-methods approach to investigate the impact of virtual reality (VR)-based instruction on Saudi EFL learners’ comprehension and use of English idioms. The main purpose of the study is to explore how VR instruction contributes significantly to the academic performance of Saudi EFL learners in terms of their competence in learning English idioms. The sample constitutes 60 undergraduate EFL majors from a Saudi university distributed to two groups: an experimental group whose members undergo VR-based instruction and a control group that receives traditional instruction. Three instruments are employed in data collection: pre- and post-tests, learner and instructor surveys, and classroom observations. Findings demonstrate significant improvement in idiom recognition and use across both instructional conditions. Although the VR group achieves higher post-test scores than the traditional group, the time × instructional group interaction is not statistically significant, signifying that the degree of improvement over time is analogous across the two groups. Also, learners report moderate levels of engagement and perceived usefulness, while instructors indicate that VR-based lessons are appropriate for implementation in Saudi EFL classrooms. Observation data further suggest that VR-based instruction contributes to contextual inference and reduces reliance on literal translation. Pedagogically, the findings suggest that VR may serve as a useful complementary apparatus for boosting contextualized and experiential idiom learning; however, its advantages over traditional learning should be construed as promising rather than conclusive.