Analyzing the Promoting Effect of Virtual Reality English Teaching on Students' Oral Expression Skills Using Multimodal Data Fusion Technology

Abstract

The purpose of this study is to explore the application of virtual reality technology in English speaking teaching and its facilitating effect on students' oral expression ability. By constructing a multimodal data fusion analysis framework, it systematically evaluates the effects of virtual context on oral fluency, phonological accuracy and pragmatic competence. The study adopted a quasi-experimental design, selecting eighth grade students from two junior high schools in a city, with the experimental group conducting speaking training in a virtual reality environment and the control group using traditional multimedia teaching. The results show that students in the experimental group significantly outperformed the control group in terms of oral fluency, phonological accuracy, and pragmatic competence, especially the frequency of pragmatic errors in cross-cultural scenarios was significantly reduced. The multimodal data fusion technique captured the synergistic patterns of gestures and speech pauses, revealing the deeper mechanisms of virtual situations on language acquisition. A nonlinear relationship between technology acceptance and learning effectiveness was also found, confirming the moderating role of embodied cognition in virtual language learning. In the future, it is necessary to further optimize the equipment and instructional design, and conduct a large-scale tracking study to verify the long-term effects of technological interventions.