Abstract: Vocabulary is the foundational unit of language, making word learning a key pillar of language acquisition. However, previous research has shown that word learning in a foreign language can present challenges for many individuals, particularly for adults. While some assumptions emphasize a critical period of language learning, other theories and empirical evidence point out that learning contexts play a key role. For example, compared to traditional classroom settings, immersive study abroad settings offer contextualized, real-life experience that can enhance foreign language learning outcomes. With the widespread promotion and development of innovative technologies, immersive virtual reality (VR) contexts may have similar effects given their ability to simulate language-enriching experiences through exposure to multiple types of sensory and motor information. However, very little is known about how VR contributes to foreign language learning, especially the novel word production.
The present study employed EEG technology to investigate how an immersive VR context affects novel word learning, particularly word production, and to compare these effects with those of a picture-word (PW) association learning context. During three days of learning sessions, 29 Chinese speakers were asked to learn German words, with half of words being learned in an VR context, and half via PW association context. Following three days of learning phases, participants completed the picture naming task to measure novel word learning on Day 4 and two weeks later. In the immediate post-test on Day 4, behavioral and EEG data were recorded, and in the delayed post-test two weeks later, only behavioral data were recorded.
The results of the immediate post-test showed that compared to PW-learned words, there was better behavioral performance on VR-learned words, along with decreased P200 (in the time window of 150-250 ms) and LPC (in the time window of 400-550 ms) amplitudes. Time-frequency representation analyses further revealed reduced μ power (8-12 Hz) and θ power (4-7 Hz) for VR-learned words relative to PW-learned words. However, the benefits of VR-learned words did not emerge in the delayed post-test.
Overall, the findings of the present study provide the first evidence that an immersive VR context with a rich sensory experience can have facilitative effects on novel word production. Our study also offers neural evidence for embodied cognition theory and social second language learning theory through immersive learning. It will be highly beneficial for our understanding of novel word learning if future studies continue to systematically investigate the effects of immersive learning contexts.

Key words: virtual reality, foreign word acquisition, word production, EEG