Abstract
This thesis explores the potential of immersive Virtual Reality (VR) to enhance second language acquisition by moving beyond vocabulary drills and grammar exercises toward emotionally engaging, socially meaningful communication. Using Systemic Functional Linguistics (SFL) as a theoretical lens, the study compares two VR environments: the commercial Mondly app and a custom-designed Coffee Shop Simulation. The analysis focuses on Halliday’s three metafunctions: ideational, interpersonal, and textual, to evaluate how learners make meaning, navigate roles, and sustain coherent interaction within these platforms.
A mixed-methods approach combining participant observation, interviews, and discourse analysis reveals that while Mondly supports structured practice, it lacks contextual depth and emotional resonance. In contrast, the Coffee Shop Simulation fosters learner confidence, relational sensitivity, and functional fluency, particularly for individuals with anxiety or shyness, by emphasizing cultural relevance and human connection.
Rooted in humanistic pedagogy and informed by Brené Brown’s concept of emotional safety, this research shows that when immersive tools are designed with authenticity, vulnerability, and context in mind, they can become powerful catalysts for language acquisition. The study offers a compelling case for integrating systemic theory and affective design into the future of immersive language learning.