This paper investigates the impact of different immersive Virtual Reality (iVR) technological approaches in teaching and learning English as a Foreign Language (EFL). Specifically, this paper explores the passive iVR and interactive iVR in a real authentic learning context as didactic possibilities compared to the conventional method of listening, consisting of audio-only listening exercises. The study was conducted using university students of B1 level EFL classes. The dependent variables considered in the study were Knowledge Retention, Presence, User Satisfaction, Cybersickness, and Preferred Technology. Results indicated that users showed significant satisfaction and preference for using this technology for learning, revealing enjoyment and motivation which are vital factors when learning a foreign language. However, no significant differences were found between learning via traditional listening exercises or the virtual system. Correlation tests were conducted between the questionnaire subscales to understand better which elements can influence learning. The study concludes that using iVR-based learning tools to learn a foreign language as an alternative to audio listening can only produce a broader positive impact and greater motivation. The results also suggest that iVR can be a valuable tool in the education field for knowledge transfer and motivation when learning foreign languages.

With this study we intent to better understand how a group with intellectual disabilities interacts with digital content, namely web content, when performing equivalent tasks from their daily school activities, such as: painting, making puzzles, playing games. To accomplish this we observed how a group with intellectual disabilities, without experience using computers, performed universal tasks (selection, manipulation and navigation) when presented with different activities on the Web such as painting, playing games or searching. We aimed at evaluating usability and accessibility and for this we registered the following variables: successful conclusion of activities, type of difficulties found, errors, satisfaction, motivation and autonomy indicators. Participants showed motivation and learning skills when performing all the three universal tasks (selection, manipulation and navigation) which is confirmed by the number of participants that was able to conclude the activities. Concerning errors, it was observed that despite the large number of errors made by the participants, their motivation lead them to complete the tasks. When handling the input devices the participants had a good performance using the computer mouse. On the other hand, they could not use the keyboard alone because of their reading/writing difficulties.

Being motivated is fundamental for any individual to achieve personal and professional success. In the context of learning in Higher Education, Motivation is crucial for achieving this success. Understanding the motivational state of students is essential for higher education managers and teachers. Understanding students’ Amotivation, intrinsic and extrinsic motivation can provide vital information to initiate changes in teaching and learning. In this sense, measuring Amotivation, Intrinsic Motivation, and Extrinsic Motivation allows for understanding the general state of students’ Motivation. This study aims to analyze the Motivation of 145 Portuguese Higher Education Students (70 Male and 75 Female) aged between 17 and 47 years old who studied the second/foreign language (English) in Portugal during the Academic Year of 2020/2021. We used the Academic Motivation Scale to measure Motivation to study English. The results show that students are not demotivated. The Motivation that prevails in the results is Intrinsic Motivation, and Extrinsic Motivation was insignificant. This study’s results contribute to the literature on Motivation to study Second Language, especially concerning the need to understand why students are only intrinsically motivated. Are the lessons, the teaching methodologies, the techniques and the contents not able to motivate them?

Objectives: This study investigates the impact of virtual agent realism in immersive Virtual Reality (iVR) on foreign-language vocabulary learning. Specifically, it compares the effectiveness of a realistic (human-like) pedagogical virtual agent versus an abstract (non-human-like) one in delivering instructional content. Methodology: A between-subjects experiment was conducted with 17 participants, divided into two groups, were exposed to either the realistic or abstract agent in an iVR Search-and-Find vocabulary learning task. Learning outcomes were measured using pre- and post-tests (based on word matching translations for 10 German-Portuguese item pairs), while presence-related experiences were assessed via the Igroup Presence Questionnaire and Temple Presence Inventory. Results: Both groups demonstrated significant vocabulary acquisition improvements. However, no significant differences were found between the realistic and abstract agent groups in either learning outcomes or presence scores. Conclusions: The findings suggest that the visual realism of virtual agents may not significantly influence language learning effectiveness or user presence in these iVR environments. These preliminary results imply that abstract agents could be as effective as realistic agents for this type of foreign-language instruction, potentially reducing development resources without compromising learning benefits.

Listening in a foreign language is often one of the most anxiety-inducing language skills because it is transient and processed in real time. This study adapted and validated the Portuguese Foreign Language Listening Anxiety Scale (FLLASp) for English as a Foreign Language learners in Portugal. Using back-translation and expert review, the original instrument was culturally and linguistically adapted and administered to 272 undergraduates from two public higher education institutions; after removal of multivariate outliers, analyses were based on 261 cases. Confirmatory factor analyses compared the original two-factor model, Kimura’s (2008) three-factor model, and a unidimensional solution. The Portuguese data fit Kimura’s (2008) three-factor structure best. Model refinement removed two weak reverse-coded items, yielding a final 24-item scale with improved fit (CFI = 0.937, TLI = 0.930, RMSEA = 0.099, SRMR = 0.056), strong internal consistency, and satisfactory convergent validity. The findings support the FLLASp as a reliable and valid multidimensional measure of foreign language listening anxiety in Portuguese EFL university contexts.