Virtual reality and technology-enhanced project-based language learning: A synergistic approach to teaching second language pragmatics to Saudi female students

Abstract

Despite the recognized importance of pragmatic competence for effective communication in English as a Foreign Language (EFL) context, there remains limited empirical evidence on how pragmatics can be effectively learned and taught in Saudi EFL classrooms. Most research on second language (L2) pragmatics in Saudi Arabia has focused primarily on cross-cultural comparisons between Saudi learners and native English speakers. The few existing pragmatics instruction studies in the Saudi EFL context have relied primarily on traditional, teacher-centered classrooms using decontextualized and inauthentic tasks with minimal integration of technology. As a result, there is limited understanding of how instructional approaches that move beyond form-focused and controlled classroom practices can enhance Saudi EFL learners’ ability to use language appropriately across various social contexts. Although technology has been promoted as a key component of educational development, L2 pragmatics research has rarely examined how advanced technologies, such as Virtual Reality (VR), can be systematically integrated into instructional designs to provide immersive social interaction that enhances pragmatic competence in Saudi EFL contexts. In addition, no research to date has examined how the integration of technology within Project-Based Language Learning (PBLL), particularly through immersive virtual environments, can contribute to pragmatic development by engaging learners in goal-oriented, socially-situated language use among Saudi EFL learners among Saudi EFL learners. To address these gaps, the purpose of this study is twofold. First, the study aims to identify Saudi female EFL learners’ actual language needs and challenges when performing specific speech acts in academic contexts. Second, the study examines the effectiveness of Technology-Enhanced Project-Based Language Learning (TEPBLL) on the development and retention of Saudi female learners’ pragmatic competence over time. In addition, the study explores Saudi female EFL learners’ perceptions of the TEPBLL approach and the role of VR in supporting their pragmatics learning experience. The study was conducted in two phases using a mixed-methods design. Phase I served as a needs analysis to find out the speech acts Saudi female learners need to learn. In particular, a questionnaire was distributed to 177 Saudi female EFL learners to identify speech acts they find to be most important, most challenging, and least comfortable to perform in academic settings. In addition, semi-structured interviews were conducted with four Saudi teachers to understand the challenges their students face with certain pragmatic speech acts. The findings of the needs analysis showed that requests and complaints are among the speech acts that Saudi female EFL learners need to learn for successful academic communication. These speech acts informed the design of the TEPBLL intervention in Phase II of the study. Phase II examined the effectiveness of the TEPBLL approach using VR technology in enhancing request and complaint speech act performance among 41 Saudi female EFL learners. Pre-, post-, and delayed-tests were collected and analyzed using repeated measures ANOVA. The results showed that learners’ performance has significantly improved from pre- to post-test, and students retained most of what they had gained at the delayed-test phase. In addition, qualitative data were gathered from learners’ written reflections to explore their perceptions of TEPBLL and the role of VR in their pragmatics learning experience. The qualitative analysis showed that Saudi female learners reported being more aware and confident in using request and complaint speech acts and perceived the TEPBLL approach as effective, meaningful, and motivating. Also, Saudi learners valued the authenticity and interactivity of the VR technology and showed enthusiasm and willingness to continue using VR in their future learning. These findings contribute to pragmatics research literature by providing empirical evidence on TEPBLL and VR-mediated pragmatics instruction and contribute to theory by showing how noticing and social interaction support pragmatic development. These findings also provide practical implications for language educators and curriculum designers who seek to enhance pragmatics instruction through technology-enhanced, learner-centered approaches in EFL context.