Designing for Autonomy in EFL: Implementing an AI–VR Virtual Speaking Partner to Enhance Independent Learning in Suburban Areas
DOI:
https://doi.org/10.52060/3epdfj71Abstract
This study addresses a persistent gap in fostering autonomous speaking development among EFL learners in suburban, resource‑constrained environments, where access to high‑quality interactional practice and sustained self‑regulation supports is limited in digitally mediated settings. The research aims to design, implement, and evaluate an AI–VR‑enabled Virtual Speaking Partner (VSP) that scaffolds independent speaking practice and self‑regulated learning in junior high school EFL programs. Adopting a research‑and‑development design informed by constructivist and self‑regulated learning theories, the study carried out needs analysis, iterative prototyping, usability testing, and school‑based implementation. The intervention integrated the VSP into an extracurricular digital platform to deliver simulated, context‑rich dialogues with adaptive AI feedback and VR‑based situational immersion. Evaluation data consisted of speaking performance assessments, learner autonomy/self‑regulation scales, system logs, and qualitative learner feedback, analyzed through mixed‑methods approaches. Findings indicated notable gains in speaking fluency, interactional management, and confidence, alongside increased indicators of learner autonomy such as planning, monitoring, and strategic help‑seeking. Students and teachers further reported high levels of usability and feasibility. The study demonstrates that coupling AI‑driven feedback with VR‑mediated communicative scenarios can meaningfully enhance autonomous EFL speaking practice in suburban contexts. Implications include a practical development framework for school‑level implementation, guidance for integrating formative analytics into autonomy‑oriented pedagogy, and policy relevance for scaling immersive language technologies in under‑resourced educational ecosystems.
Keywords: Learner Autonomy; EFL Speaking; Virtual Speaking Partner; Artificial Intelligence; Virtual Reality.
References
Aisyah, S. (2025). The Role of Immersive Technology and AI-Based Adaptive Learning in Enhancing Intercultural Competence of EFL Students. International Journal of Innovation and Thinking, 2(8), 517–523. https://doi.org/10.71364/ijit.v2i8.73
Creswell, J. (2015). Riset pendidikan: Perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif. Yogyakarta: Pustaka Pelajar.
Godwin-Jones, R. (2021). Evolving technologies for language learning.
Huang, H.-M., & Liaw, S.-S. (2018). An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2503
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Liu, C.-C., Guo, Y., Hwang, G.-J., Tu, Y.-F., & Wang, Z. (2024). Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions. Interactive Learning Environments, 32(6), 2647–2664. https://doi.org/10.1080/10494820.2022.2155840
Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Putra, Y. I., Irawan, D., & Idrus, A. (2026). Offline Internet Innovation: New Opportunities for Entrepreneurs in Remote Districts. Jurnal Inovasi Pendidikan Dan Teknologi Informasi (JIPTI), 7(1), 182–190. https://doi.org/10.52060/4mq3ej90
Putra, Y. I., Kusmana, A., & Fitrah, Y. (2023). Falsifikasi sebagai pedoman Memahami Informasi di Media Sosial secara Objektif. Jurnal Inovasi Pendidikan Dan Teknologi Informasi (JIPTI), 4(2), 289–295. https://doi.org/10.52060/pti.v4i2.1515
Putra, Y. I., & Yanti, F. (2025). Pengembangan Modul Berbantuan Augmented Reality Pada mata pelajaran Informatika Kelas VII Di SMP Negeri 1 Muara Bungo. JURNAL KEILMUAN TEKNOLOGI DAN PENDIDIKAN TERPADU, 1(1).
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Tai, T.-Y., Chen, H. H.-J., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892–917. https://doi.org/10.1080/09588221.2020.1752735
Yang, F.-C. O., Lo, F.-Y. R., Hsieh, J. C., & Wu, W.-C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1), 30–49.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
| Keywords | : |
Keywords:
Learner Autonomy, EFL Speaking, Virtual Speaking Partner, Artificial Intelligence, Virtual Reality
|
| Galleys | : | |
| Published | : |
2026-04-28
|
| Issue | : |
Copyright (c) 2026 RIDHO KURNIAWAN, Diana OKtavia, Renda Lestari, Yahfenel Evi Fussalam, Urip Sulityo
This work is licensed under a Creative Commons Attribution 4.0 International License.
_SCCC.png)
