Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation

Document Type : Research Paper

Author

Department of English Language and Literature, Yazd University, Yazd, Iran

Abstract

As digital technologies increasingly reshape educational practices, understanding their role in language acquisition has become vital. This mixed-methods study investigates the impact of Virtual Reality (VR) and Mobile-Based Instruction on learner motivation and engagement in English language learning, two approaches gaining prominence in modern classrooms. A total of 48 EFL students, aged 15 to 20, from a private school in Yazd participated in the study. Motivation was measured in terms of intrinsic interest and willingness to learn, while engagement was assessed across cognitive, affective, behavioral, and temporal dimensions. Quantitative analysis of engagement scores and motivation scores revealed no statistically significant difference between the two instructional approaches. However, qualitative findings from semi-structured interviews provided deeper insights into learners’ affective responses, cognitive engagement, and learning experiences. Participants described VR-based learning as more immersive, engaging, and confidence-boosting, while Mobile-Based Instruction was valued for its structured approach and teacher support. These findings underscore the importance of integrating immersive technologies with traditional pedagogical methods to enhance foreign language acquisition. The study suggests that a blended learning model may best accommodate diverse learner preferences and optimize language learning outcomes. Such a model could involve weekly VR-based sessions focused on immersive conversational practice, supplemented by mobile-based lessons for grammar, vocabulary reinforcement, and peer collaboration, with the teacher serving as a facilitator and guide across both platforms.

Keywords

Main Subjects

References

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