Presentation EFL Learners’ Perceptions of Speaking Anxiety: In-Person, Online, and Virtual Reality more

Virtual reality (VR) has attracted growing interest in computer-assisted language learning for its potential to provide immersive communication experiences. While prior research has often examined VR as a standalone tool, fewer studies have directly compared learners’ affective perceptions of VR with more established communication modalities. In particular, how foreign language anxiety (FLA) and interactional preferences differ across in-person, online, and VR-based communication remains underexplored. This study reports findings from a survey of 181 Japanese university EFL learners, mostly English majors, examining speaking-related FLA, attitudes toward communication modalities, and partner preferences (friend vs. stranger) across three contexts: in-person interaction, synchronous online communication (e.g., Zoom), and immersive VR. The focus is on learners’ preconceived perceptions rather than post-intervention experiences. Quantitative analyses are complemented by open-ended responses to better understand learners’ reasoning. Overall patterns indicate clear modality-based differences in perceived anxiety, acceptance, and preferred interactional conditions. While in-person communication is strongly favored, technology-mediated environments, particularly VR, appear to influence how learners evaluate social risk and partner choice. The presentation will outline these patterns, discuss implications for affective factors in technology-mediated communication, and consider how modality choice may shape learners' willingness to communicate.