Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety

English language learners in foreign language contexts often lack authentic communicative environments for developing oral pro­ficiency and self-efficacy, and for managing speaking anxiety. Previous studies have explored the use of virtual reality environments for language learning and speaking practice. However, findings regarding their effectiveness remain inconsistent, and limited attention has been paid to cognitive scaffolding mechanisms that support learners in organizing ideas during speaking tasks. To address this gap, the present study investigated whether integrating concept mapping as a cognitive organizer within spherical video-based virtual reality (SVVR) speaking activities can enhance learners’ speaking performance and related affective outcomes. Using a quasi-experimental design, two classes of junior high school EFL (English as Foreign Language) learners were assigned to the concept mapping SVVR (CM-SVVR, n = 25) and conventional SVVR (c-SVVR, n = 22) groups. Pre- and post-intervention assessments measured oral proficiency, self-efficacy, and speaking anxiety. Results showed that the CM-SVVR group demonstrated significantly higher speaking performance than the comparison group. However, no significant differences were found between the two groups’ self-efficacy or speaking anxiety. In addition, neither group showed significant improvement in self-efficacy, and the control group did not demonstrate a statistically significant reduction in speaking anxiety. These findings demonstrate that integrating visual cognitive strategies with immersive environments effectively enhances EFL learners’ oral proficiency and self-efficacy, and reduces their speaking anxiety. This study advances computer-assisted language learning research by demonstrating the pedagogical value of combining cognitive structuring tools with VR-based communicative practice for linguistic and affective development.