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The Impact of iVR-Based Debate on Reducing College Students' Anxiety and Improving English Debating Performance

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Title: The Impact of iVR-Based Debate on Reducing College Students' Anxiety and Improving English Debating Performance
Language: English
Authors: Riski Lestiono (ORCID 0000-0002-9320-9158), Sangmin-Michelle Lee (ORCID 0000-0002-7686-3537)
Source: JALT CALL Journal. 2026 22(1).
Availability: JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Debate, College Students, English (Second Language), Computer Simulation, Computer Uses in Education, Anxiety, Foreign Countries, Performance, Public Speaking
Geographic Terms: Indonesia
ISSN: 1832-4215
Abstract: Debating in L1 is strenuous but more onerous in L2, causing public speaking anxiety (PSA). Immersive Virtual Reality (iVR) offers a potential environment for practicing English debate. Innocuous iVR environment contributes a personalized treatment for PSA; however, the number of relevant studies in EFL context remains limited. In this study, iVR was adapted in Indonesia. The study measured how iVR-based debate impacted PSA, the extent to which PSA and English debating performance differed between face-to-face and iVR-based debates, and the perceptions of two debate modes. An explanatory sequential design of mixed methods was employed, recruiting sophomores (N = 59) majoring in English. Both Class A (N = 29) and B (N = 30) received the same treatments, iVR-based debates, but with the switched sequences. Data were collected through Personal Report of Communication Apprehension (PRCA), English debate scoring rubric, reflection papers, and interviews. The simple linear regression affirmed the strong relationship between the students' PSA and their English debating performance (p-values = 0.001 and 0.006). The β-values were negative (-0.164 and -0.080), indicating an inverse correlation between the variables. The paired-sample t-test confirmed the statistically-significant decrease in the PSA and statistically-significant increase in the English debating performance (p = 0.001). The thematic analysis revealed core categories: (1) the challenges of face-to-face debate, (2) the benefits of iVR, (3) the challenges of iVR-based debate, and (4) the commitments for further utilizing iVR. iVR provides an alternative learning environment to reduce students' PSA and improve their English debating performance. This study recommends that educators adapt iVR-based debate activities in their English classrooms and mitigate potential drawbacks during implementation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506616
Database: ERIC
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  Data: The Impact of iVR-Based Debate on Reducing College Students' Anxiety and Improving English Debating Performance
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  Data: <searchLink fieldCode="AR" term="%22Riski+Lestiono%22">Riski Lestiono</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9320-9158">0000-0002-9320-9158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sangmin-Michelle+Lee%22">Sangmin-Michelle Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7686-3537">0000-0002-7686-3537</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22JALT+CALL+Journal%22"><i>JALT CALL Journal</i></searchLink>. 2026 22(1).
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  Data: JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org
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  Data: Y
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  Data: 30
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Debate%22">Debate</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Speaking%22">Public Speaking</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1832-4215
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Debating in L1 is strenuous but more onerous in L2, causing public speaking anxiety (PSA). Immersive Virtual Reality (iVR) offers a potential environment for practicing English debate. Innocuous iVR environment contributes a personalized treatment for PSA; however, the number of relevant studies in EFL context remains limited. In this study, iVR was adapted in Indonesia. The study measured how iVR-based debate impacted PSA, the extent to which PSA and English debating performance differed between face-to-face and iVR-based debates, and the perceptions of two debate modes. An explanatory sequential design of mixed methods was employed, recruiting sophomores (N = 59) majoring in English. Both Class A (N = 29) and B (N = 30) received the same treatments, iVR-based debates, but with the switched sequences. Data were collected through Personal Report of Communication Apprehension (PRCA), English debate scoring rubric, reflection papers, and interviews. The simple linear regression affirmed the strong relationship between the students' PSA and their English debating performance (p-values = 0.001 and 0.006). The β-values were negative (-0.164 and -0.080), indicating an inverse correlation between the variables. The paired-sample t-test confirmed the statistically-significant decrease in the PSA and statistically-significant increase in the English debating performance (p = 0.001). The thematic analysis revealed core categories: (1) the challenges of face-to-face debate, (2) the benefits of iVR, (3) the challenges of iVR-based debate, and (4) the commitments for further utilizing iVR. iVR provides an alternative learning environment to reduce students' PSA and improve their English debating performance. This study recommends that educators adapt iVR-based debate activities in their English classrooms and mitigate potential drawbacks during implementation.
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  Data: EJ1506616
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Debate
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Public Speaking
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: The Impact of iVR-Based Debate on Reducing College Students' Anxiety and Improving English Debating Performance
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            NameFull: Sangmin-Michelle Lee
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