Comparative Effects of Virtual Reality Immersion versus Traditional Role Play on Intercultural Communicative Competence

Abstract

In English Teaching, the building of Intercultural Communicative Competence (ICC) is a priority, especially in today's globalized education. Role play and other traditional methodologies can fall short in the areas of authenticity and genuineness in issues of real intercultural encounters. This research investigates the significance of ICC through a comparison of the effect of traditional role play and Virtual Reality (VR) immersion on English as a second language (ESL) students. Quasi-experimental research was used in a sample of undergraduates in two groups, where one group did VR Intercultural immersion, and the other group did classroom role play (as was structured). The united framework of ICC from before and after the period of the intervention was used for both, and was conducted a set number of instructional hours. This particular research on ICC was conceptualized from intercultural attitudes, knowledge, interpretative skills, and critical cultural awareness. The results showed that, although both methods of teaching demonstrated positive improvements in ICC, VC gained the edge. Particularly, because VR deepened students’ cultural comprehension, communicative flexibility, and ability to deal with change. The realistic and contextual scenarios VR brought to the classroom, made it easier for students to experience other cultures than traditional methods of role play. In conclusion, immersive VR classrooms have shown enormous potential to bring the direction of the language IC pilot project to new levels. Implementing and practicing immersive methods in the classroom alongside traditional methods is a positive recommendation, although, for the sake of practicality, this would have to be moderated to real ICT in education alongside the predicted roadblocks.