This presentation examines social interaction in a public virtual reality (VR) chatroom and its implications for Computer-Assisted Language Learning (CALL). The study was conducted in Gatsby’s Bar, a popular social space within Meta Horizons. Using a constructivist qualitative approach, data were collected through participant observation across two sessions and three semi-structured interviews with regular Horizons users, supplemented by recorded conversational excerpts and field notes.

The study explores what EFL learners may encounter in a typical public VR environment. Findings show that interaction is shaped by anonymity, identity performance, and platform affordances. Conversations ranged from supportive exchanges about family, health, and shared interests to sexualized, antagonistic, and racially charged discourse. Interaction extended beyond speech to embodied features such as proximity settings, shared seating, interactive props, and moderation systems.

While freedom of identity construction enables meaningful connection, it also permits harassment and ethically unstable interaction. For CALL, open public VR chatrooms are not appropriate for most learners. Educational use of VR requires designed, scaffolded spaces—for example, moderated private classrooms, task-based interaction zones, and instructor-controlled safety settings. Practical implications for educators will be discussed.