Utilizing Virtual Reality Negotiation Simulations to Enhance Pragmatic Competence in High School Students
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss1.1427Keywords:
Virtual Reality, Pragmatic Competence, Negotiation Skills, Language Learning Technology, High School Education.Abstract
The study examines the impact of Virtual Reality (VR) negotiation simulations on enhancing the pragmatic competence of high school learners of English as a foreign language. Using a quasi-experimental design, it compares an experimental group trained through VR-based negotiation tasks with a control group taught through traditional classroom instruction. Pragmatic development was measured using pre/post-tests, performance tasks, and student reflections focusing on politeness strategies, turn-taking, and cultural appropriateness. Results reveal that students exposed to VR demonstrated notably higher pragmatic awareness and communicative adaptability. The immersive VR environment enabled learners to practice language in context-rich, interactive scenarios resembling real-life communication. The analysis draws on Kasper and Rose’s (2002) distinction between pragmalinguistic and sociopragmatic competence, supported by Taguchi’s task-based pragmatics assessment framework. Together, these models allowed for a comprehensive evaluation of both linguistic forms and context-sensitive behaviors. Overall, the findings highlight VR simulations as an effective tool for improving pragmatic competence, boosting learner confidence, and increasing engagement.
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