Enhancing Aviation English Speaking Skills through Virtual Reality-Assisted Language Learning: Insights from Vocational College Teachers in China

Abstract

This study explores ESL teachers’ perceptions of integrating Virtual Reality-Assisted Language Learning (VRALL) into English for Specific Purposes (ESP) instruction, specifically within aviation English programs in vocational colleges in China. Using a qualitative exploratory design, semi-structured interviews were conducted with six aviation English instructors. Thematic analysis revealed four key findings: VRALL significantly enhanced student engagement and oral communication confidence; students initially experienced disorientation but adapted quickly, leading to increased motivation; teachers faced challenges including misaligned VR content, insufficient training, and technical limitations; and educators suggested improvements such as customized VR scenarios, deeper integration into curricula, and structured teacher training. The findings largely align with previous research on VRALL benefits and barriers, while providing new insights into its application in aviation-specific ESP contexts. This study highlights the necessity of authentic content development, institutional support, and professional development for successful VRALL implementation. Future research should expand to other ESP fields, incorporate student outcomes, and examine the long-term impact of VRALL adoption on language proficiency and professional readiness.