Virtual Reality as Exposure Therapy: A Qualitative Analysis on Reducing Communication Apprehension in Malaysian ESL Learners

Abstract

Communication apprehension (CA) continues to impede oral language development among Malaysian ESL learners, particularly at the pre-university level, where high-stakes communication demands exacerbate existing anxieties. Recent developments in immersive technologies, notably Virtual Reality (VR), offer an alternative therapeutic approach by creating controlled exposure environments that may reduce apprehension through repeated, psychologically safe simulations. This qualitative investigation examined the potential of a Virtual Reality Immersive Module (VRIM) conceptualised as exposure therapy, drawing on semi-structured interviews with 15 learners and analysed using thematic procedures reinforced through member checking and peer debriefing to ensure trustworthiness. The findings revealed three interrelated themes—psychological safety afforded by immersion, strengthened self-confidence during communicative tasks, and heightened perceptions of authenticity in language use—that collectively illustrate how VRIM reshapes learners’ affective responses and willingness to communicate. Participants consistently described reduced anxiety and increased communicative readiness, demonstrating that VR can function not merely as an engagement tool but as a pedagogically structured intervention targeting affective barriers. This study extends existing research by offering one of the earliest qualitative accounts of VR as exposure therapy within Malaysian ESL contexts, advancing theoretical discourse on technology-mediated affective support and highlighting VRIM’s applicability in resource-constrained educational settings where traditional therapeutic or individualized scaffolding may be limited.