Study Abroad in Virtual Reality: A Comparative EFL Study in Japan using the Language Contact Profile

Studying abroad (SA) is widely considered one of the most effective ways for students to learn English as a foreign language (EFL). However, research examining the effectiveness of SA has shown mixed results, making it difficult to determine whether the costs justify the linguistic benefits. Furthermore, despite the known benefits for learners, SA programs frequently pose exclusivity issues related to cost, cultural adaptation, and institutional limitations, making them inaccessible to many students. In response, collaborative online international learning (COIL) and virtual exchanges have been proposed as alternatives to traditional SA programs. Among the various options, virtual reality (VR) can simulate natural environments and provide learners with the experience of “presence,” where learners feel physically immersed in a space as if they were actually there. Research comparing virtual and in-person exchanges is limited, particularly regarding students’ exposure to the target language. This case study compares three groups of learners (n = 14) who participated in SA exchanges in Belgium, Singapore, and VR using MetaQuest headsets. Students were given language contact profile (LCP) pretests, made weekly reports using the LCP, and completed an LCP posttest following each exchange. The findings revealed significant differences among the SA groups in terms of exposure to formal and informal language settings and variance in their target language use. The results showed that VR can be a viable, cost-effective alternative to traditional in-person exchange programs. In addition, the findings point to areas where virtual experiences could be further developed to better support learners.