The effects of virtual culture simulations on EFL learners’ intercultural sensitivity and willingness to communicate

Abstract

Intercultural sensitivity (IS) and willingness to communicate (WTC) are central to intercultural engagement, yet EFL classrooms offer limited opportunities for intercultural practice. This study compared virtual culture simulation (VCS) and textbook-based instruction in improving IS and WTC among Vietnamese undergraduates. Using a quantitative quasi-experimental, non-equivalent control-group pre-test–post-test design, 88 non-English majors from two intact classes were assigned by class to VCS (n = 44) or textbook instruction (n = 44). Across eight weeks, participants completed IS and WTC questionnaires before and after six weeks of instruction. VCS involved desktop-based 3D and interactive 360-degree simulations. Paired-samples t-tests assessed within-group changes, ANCOVAs compared baseline-adjusted post-test scores, and Pearson correlation examined experimental-group gain scores. Adjusted outcomes favored VCS for IS, F(1, 85) = 48.72, p < .001, partial η² = .364, and WTC, F(1, 85) = 72.18, p < .001, partial η² = .459. IS and WTC gains were positively correlated (r = .684, p < .001). Although findings support VCS as a supplement to textbook instruction, one class per condition limits causal interpretation. Teachers can integrate guided intercultural simulations into existing EFL curricula rather than replacing conventional language instruction altogether. Future studies should involve multiple classes, stronger allocation procedures, and delayed assessments.