VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

With the continuous evolution of information technology shaping advancements in education, virtual reality (VR) technology has been increasingly applied to enhance English learning amongst students, aiming to boost learning efficiency and performance. This study introduced a VR technology acceptance model (TAM) to fulfil these requirements. The proposed model highlighted language learning anxiety (LLA) as a critical factor and delineated secondary school students' acceptance of VR technology through four classroom climate constructs: respecting viewpoints (RV), promoting mutual respect (PMR), academic support from teachers (AS) and promoting interaction (PI). The current study surveyed 512 secondary school students using a questionnaire. Data gathered were scrutinised utilising structural equation modelling for the assessment of the hypothetical model. This research validated the suitability of TAM in elucidating the acceptance of VR technology for English learning. Perceived ease of use (PEOU) positively influenced perceived usefulness (PU). PU and PEOU positively influenced secondary school students' attitudes towards using VR. Amongst the four classroom climate dimensions, AS and PMR significantly negatively affected secondary school students' LLA, whereas PI and RV had no significant effect on LLA. Attitudes towards using VR and PU positively influenced students' willingness to use VR. Practical recommendations were provided to enhance secondary school students' inclination towards utilising VR technology to enhance their efficiency and performance in learning English.