Virtual Language Immersion for Gen Z Engineers: A New Frontier in Language Learning

Abstract

This study examines the effectiveness of Virtual Language Immersion Spaces (VLIS) in enhancing language proficiency among Gen Z engineering students, comparing it with traditional language learning methods. Seventy engineering students from KLE Technological University, Hubli, were randomly assigned to three groups: the VLIS group, the Traditional Methods group, and the Control group. The VLIS group participated in an 8-week program using virtual environments simulating real-world language scenarios to develop listening, speaking, reading, and writing skills. The Traditional Methods group followed a conventional curriculum focusing on grammar, vocabulary, reading comprehension, and writing skills, while the Control group continued with the standard curriculum without additional interventions.

Data analysis was conducted using paired t-tests and ANOVA to evaluate the significance of changes in language proficiency scores and to compare the effectiveness of the interventions across the groups. Survey data were analysed using descriptive statistics to measure engagement, satisfaction, and perceived cultural understanding. Results indicated that the VLIS group demonstrated the most significant improvement in all language domains, particularly in speaking and listening, due to the immersive and interactive nature of the virtual environments. The Traditional Methods group showed moderate improvement, primarily in reading and writing, while the Control group exhibited minimal gains. Survey data revealed higher levels of engagement and satisfaction in the VLIS group. These findings suggest that VLIS is a highly effective approach for language learning among Gen Z engineering students, offering a more engaging and practical alternative to traditional methods.