隨著科技日新月異，越來越多研究致力於探討新興科技對於英語學習的影響與發展。近年來，頭戴式虛擬實境裝置儼然成為熱門的話題。在這個強調以學習者為本位的時代，英語學習已不再只是教室內的課題，更重要的是培養學習者的自主學習能力。英語聽力與口說能力，對於英語學習者而言是非常有挑戰性的。不同於單字與閱讀可以獨立習得，學習環境往往缺乏真實語境的聽力與口說練習。不僅是環境，練習得對象也是重要的因素之一。
本研究旨在探討頭戴式虛擬實境裝置對於英語聽力與口說的影響，並同時檢視學習者對於頭戴式虛擬實境裝置與電腦版虛擬實境的學習動機是否存在差異。本研究的受試者為28名來自台灣北部一所大學的成年學習者，年齡介於18至25歲，所有參與者的母語為中文，且皆未曾有過出國留學的經驗。為確保兩組之間的英語程度相當，研究者利用參與者的聽力前測成績，將受試者平均分配至頭戴式裝置組與電腦學習組，並舉行為期六週的自學活動。
研究結果顯示，頭戴式裝置組在六週自學活動後，聽力成績有所進步；口說方面，兩組的成績卻有退步的跡象，但在統計結果上並無顯著差異。頭戴式裝置組與電腦學習組的學習者對於使用學習軟體練習聽力與口說的自學活動均持正向的回饋。其中，頭戴式裝置組的學習者表明沈浸式的學習環境可以使其更專注於學習內容、降低學習焦慮，進而增強學習聽力與口說的意願。

本研究建議，藉由擬真的學習環境和虛擬人物的互動，能有效達到沈浸式學習的效果，提升聽力與口說的學習動機，進而達到自主學習的成效。此外，若將頭戴式裝置應用於自學活動中，應審慎評估長期的學習活動中，學習者可能因裝置的穿戴與不便進而影響其學習意願。

More and more research are being conducted to investigate the impact and evolution of emerging technologies on English language learning as technology advances. Head-mounted display virtual reality (HMD-VR) has become a popular topic in recent years. In this age of learner-centered education, the classroom is no longer the focal point of English instruction; instead, developing independent learning skills is paramount. Listening and speaking in English is difficult for English language learners. Unlike vocabulary and reading skills, which can be learned independently, the learning environment frequently lacks contextualized listening and speaking practice in real-world situations. In addition to the environment, the intended audience is also an essential factor.
This study aimed to examine the effects of HMD-VR on English listening and speaking and whether there are differences in learners' motivations for learning with HMD-VR versus desktop-based virtual reality. The subjects in this study were 28 adult learners, aged 18-25, from a university in northern Taiwan; all spoke Mandarin Chinese as their native language and had no previous experience studying abroad. To ensure that English proficiency was comparable between the two groups, participants were divided equally between the HMD-VR group and the desktop-VR group using their listening pre-test scores. A six-week self-learning activity was conducted.
After six-week invention, the HMD-VR group improved in listening, while both groups showed regression in speaking. However, there was no statistically significant difference between the groups. The HMD-VR and the desktop-VR groups provided positive feedback on the self-study activity using learning software, ImmerseMe. Notably, the HMD-VR group reported that the immersive learning environment enhanced their ability to concentrate on the learning material, decreased anxiety, and increased their motivation to learn to listen and speak.
The findings from this research suggest that an immersive learning environment and the interaction of virtual characters can effectively accomplish immersive learning, increase the motivation for listening and speaking, and thus increase the efficacy of self-directed learning. In addition, if head-mounted devices are used in self-learning activities, the wear ability and inconvenience of the devices may impact the learners' motivation to engage in long-term learning activities.

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