傳統的小學EFL 教學方法往往仰賴學校教師講授，缺乏互動和以學生為導向的學習活動。因此，學生在學習英語時往往會失去興趣，課堂中參與度有限的同時，實際應用外語的機會也很少。本研究探討基於 VR 的同儕輔導學習環境對小學生在英語為外語 (EFL）課堂中的學習表現和行為的影響。本研究將 VR 整合至同儕輔導課程中，以互動性更高的方式輔助英語學習以此來提升學生的參與。本研究使用準實驗設計，對象為兩組小學五年級的學生：實驗組（n = 22）參與使用 VR 工具的同儕輔導課程，而對照組（n = 19）則接受傳統學習。研究人員透過收集前測與後測資料，評估學生在兩種不同實驗環境中的英語表現。同時，VR 系統會自動記錄學生的行為日誌，並於後測階段讓學生填寫問卷，以蒐集其對學習經驗的回饋意見。結果顯示，實驗組學生在語言表現上的進步顯著優於對照組。透過行為模式發現，實驗組學生在學習過程中表現出更高的投入程度，顯示 VR 環境有助於促進其與教材的深度互動。問卷回饋亦反映了學生對 VR 的正面態度，認為 VR 不僅使課程更有趣，還降低了英語教材理解的難易度。綜上所述，在小學 EFL 課堂中將 VR 融入同儕輔導，能有效提升學習表現並促進積極行為表現。因此，建議將基於 VR 的同儕輔導作為創新教學策略，以增進學習成效、臨場感及學生對英語學習系統的正向認知。;Traditional EFL instruction in elementary schools often relies on teacher-centered methods and lacks interactive and student-oriented activities. Consequently, students may lose interest while learning, have limited classroom involvement, and have fewer opportunities for practical language application. This study explores the effects of VR-based peer tutoring on the learning performance and behavior of elementary school students in English as a Foreign Language (EFL) classroom. VR was integrated into peer tutoring sessions to enhance student engagement and support English learning in a more interactive way. A quasi-experimental design was used, involving two groups of fifth-grade students: the experimental group (n = 22) participated in peer tutoring sessions that incorporated VR tools, while the control group (n = 19) received conventional learning. Data were collected through pre-tests and post-tests to evaluate students′ English performance, student behavior was monitored through activity logs automatically recorded by the VR system, and student questionnaires were used to gather feedback on the learning experience. The results showed that students in the experimental group experienced significantly greater improvement in language performance than those in the control group. Behavioral observations showed that students in the experimental group were actively involved in the learning process, suggesting that the VR environment helped them interact more deeply with the material. Student responses also reflected how they perceived the use of VR in the learning environment, stating that it made lessons more enjoyable and easier to understand. These findings suggest that the integration of VR into peer tutoring can effectively improve learning performance and behavior in elementary EFL classrooms. The study recommends the use of VR-based peer tutoring as an innovative method to improve their learning performance, sense of presence, and their perception towards the system in English language learning.
