Pak. j. life soc. Sci.

(2025), 23(1): 249-261 E-ISSN: 2221-7630;P-ISSN: 1727-4915

Pakistan Journal of Life and Social Sciences
www.pjlss.edu.pk

https://doi.org/10.57239/PJLSS-2025-23.1.0022

RESEARCH ARTICLE

Effectiveness of Immersive Learning in Enhancing Language Skills

among Primary School Children
Abdelrahim Fathy Ismail*
Curriculum and Instruction Department, Faculty of Education, King Faisal University, Al Ahsa, Saudi Arabia

ARTICLE INFO ABSTRACT

This study aimed to explore the effectiveness of immersive learning in
Received: Aug 19, 2024 enhancing listening and speaking skills among fourth-grade primary school
students. The study employed an experimental methodology with a quasi-
Accepted: Oct 10, 2024
experimental design based on one group of participants. The research sample
included 40 students from a school in Al-Ahsa, Saudi Arabia. To achieve the
study's objectives, an oral language skills test was prepared, focusing on both
Keywords
listening and speaking skills. Additionally, an immersive learning-based
Immersive learning educational content was designed, consisting of 20 educational sessions for the
Language skills participating students. The results indicated the effectiveness of immersive
Listening learning in improving listening skills such as auditory discrimination of words,
Speaking extracting the main idea from auditory content, identifying sub-ideas, deriving
Primary school students the meaning of new vocabulary from context, recognizing the sequence of
ideas, reordering events, and discriminating details in auditory content.
Similarly, the speaking skills that improved included expressing ideas clearly
*Corresponding Author and avoiding colloquial language, delivering a clear oral message, narrating
stories using formal expressions, sharing personal experiences, organizing and
[email protected] maintaining continuity of ideas in speech, demonstrating expressive
performance with body language, and observing proper speech speed and
accuracy. Statistically significant differences were found at the 0.05 level in
favor of the post-test of language skills.

INTRODUCTION AND LITERATURE REVIEW

The primary school stage is crucial in establishing linguistic foundations for children. During this
sensitive period of growth, language skills are primarily formed. Choosing innovative and effective
teaching methods at this stage represents a long-term investment in developing children's linguistic
abilities by providing a language-rich environment and diversifying activities that encourage
linguistic interaction. Educationally, language comprises listening, speaking, reading, and writing
skills. In the early years of a child's life, especially in primary school, these skills are significantly
developed. It is vital during this stage to explore teaching and learning methods that suit the
instruction of these skills.

Language acquisition is a fundamental component of early education, playing a crucial role in shaping
children's cognitive development, communication skills, and overall academic success (Prins et al.,
2023). As educators continually seek innovative curricula to enhance language learning, immersive
learning has emerged as a powerful pedagogical tool. Immersive learning, characterized by the use
of interactive, sensory-rich environments, aims to engage students more deeply in the learning
process. This approach allows children to experience language in a way that reflects real-life
situations, making the learning process more intuitive and impactful (Weng et al., 2024).

In recent years, immersive learning has gained significant attention, especially in primary education,
where it facilitates the development of foundational language skills and creates dynamic learning
experiences that captivate young learners. Immersive learning not only makes language acquisition

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more engaging but also fosters a deeper connection to the material, enabling children to practice and
apply their language skills in various contexts (Palamar et al., 2024).

Porter & Castillo (2023) noted that what distinguishes immersive learning from traditional
classroom learning is that immersive learning involves exposing learners to the practical aspects of
using the target language in everyday life. This includes engaging in authentic communication with
native speakers regarding grammar, vocabulary, and pronunciation.

To enhance children's language skills, it is essential to provide suitable linguistic learning

experiences that offer opportunities for genuine linguistic interaction, free from colloquial dialects
(Kilag et al., 2023). One such experience is language immersion-based learning, which enables
children to be immersed in language learning situations that use formal language throughout their
learning time, completely isolating them from colloquial dialects (Robbani et al., 2024).

The term "immersion" in language learning dates back to the bilingual curriculum implemented at
Saint Lambert School in Canada, where English was the native language and French was the target
language to be learned through immersion. This approach has achieved considerable success in
Canadian schools due to its unconventional nature, the dedication of educators to making the
experience successful, and the ample opportunities it provides for exposure to and practice of the
language, along with the acquisition of its skills and cultural context (Bautista, 2016).

Immersive learning is an educational approach that aims to fully immerse the learner in a new
linguistic environment. In this method, the target language is used across all aspects of the
educational process (Kannan & Meenakshi, 2023). In other words, teachers and students
communicate in the target language within the classroom, read books and articles, and write in the
target language. The primary goal of this approach is to develop learners' overall language
proficiency, encompassing listening, speaking, reading, writing, and cultural understanding (Savage
& Hughes, 2014).

In primary education, we can make the language learning process enjoyable and engaging for
children through linguistic immersion in various activities. Instead of traditional rote memorization
and lecturing, we can employ stories, narratives, games, and interactive activities that utilize formal
language. This approach enables children to associate the formal language with positive meanings
(Fernandes et al., 2024).

Wei & Zhang (2022) noted that integrating immersive language learning in primary education can
provide opportunities for practical, interactive learning and create a rich, stimulating, and realistic
linguistic learning environment. Furthermore, educators can leverage these activities to develop
foundational language skills and build children's confidence in their ability to communicate. Children
engage with activities through direct experiences, acquiring new linguistic and manual skills, while
expressing their thoughts and feelings both physically and verbally during the planning and
execution of these activities.

In line with immersive learning, the language skills that children need to develop in primary school
are diverse and essential for becoming proficient users of structured and cohesive language. Among
these foundational skills are (Andrä et al., 2020; Redondo et al., 2020; Hadley et al., 2023; Colognesi
et al., 2023; Amiruddin et al., 2023; Syahputri & Arianti, 2024):

Basic Listening Skills: These refer to the ability to distinguish between sounds, words, phrases, and
sentences, as well as the capacity to understand, interact with, and analyze spoken language.

Basic Phonological Awareness Skills: These skills include recognizing that letters, sounds, and spoken
words have written counterparts. They also involve analyzing and constructing sentences into
words, words into syllables, and syllables into sounds, in addition to recognizing rhythm, intonation,
and phonetic manipulation.

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Basic Oral Expression Skills (Speaking): These skills pertain to the accurate pronunciation of sounds,
words, and sentences, as well as the ability to express needs, thoughts, and feelings effectively.

Basic Reading Skills: This refers to the child's ability to correctly pronounce letters and their sounds,
understand how to combine them to form words, read short words and sentences, and interact with
and analyze written texts.

Basic Vocabulary Acquisition Skills: These encompass the ability to acquire new words, structures,
styles, and expressions, along with understanding their meanings and nuances in linguistic context.

Basic Writing Skills: These involve teaching children how to write Arabic letters correctly while
ensuring proper visual-motor coordination, forming letters to build words, and writing short words
and sentences. Additionally, it includes expressing needs, thoughts, and feelings through writing.

Basic Language Proficiency Skills: These refer to the ability to communicate effectively through
language, fostering self-confidence to express oneself clearly, boldly, and fluently in both spoken and
written forms.

The study by Rafieyan & Rozycki (2019) focused on research questions within the context of an
immersion language program in an English as a Foreign Language (EFL) setting: Does instruction in
an immersion language program have a significant impact on the overall language proficiency of
language learners? Is there a significant relationship between the overall language proficiency of
language learners and their pragmatic competence? Is there a significant relationship between the
level of language learners' exposure to the language and their pragmatic competence? The results of
this study demonstrated a significant positive effect of the immersion language program on overall
language proficiency. However, the findings did not reveal any significant correlation between
overall language proficiency and pragmatic competence, and only a weak correlation between
language exposure and pragmatic competence. This suggests that the development of overall
language proficiency and immersive language exposure does not automatically guarantee the
acquisition of pragmatic competence.

The study by Altun & Lee (2020) examined immersive learning techniques such as virtual reality
(VR) and augmented reality (AR) in English language teaching. Data were collected from 59 academic
articles, and the studies were analyzed using a content analysis approach. The findings indicated that
immersive learning techniques in English language teaching emerged prominently in 2017, with
mixed-method research being the most frequently utilized approach. The most studied language skill
was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges
regarding the use of immersive learning techniques in English language teaching. Another analysis
highlighted the findings related to the characteristics of immersive learning techniques in English
language education. Based on this review, implications for research and design are presented for
researchers and practitioners.

Porter & Castillo (2023) investigated the effectiveness of traditional classroom learning versus
immersion learning in acquiring English. Using a sample of 60 non-native English learners, the study
aimed to measure the impact of these two methodologies on language proficiency, as measured by
the TOEFL (Test of English as a Foreign Language). This indicates that those in the immersion
learning group achieved significantly higher TOEFL scores after training compared to their
counterparts in traditional classroom settings. Such findings help to clarify the fact that while
immersion learning significantly enhances English proficiency, it also suggests that this experiential
environment can be extremely beneficial for learners aiming to acquire the language effectively.

The study by Fitrianto & Saif (2024) explored the role of virtual reality in enhancing experiential
learning and compared traditional and immersive learning environments through qualitative
descriptive design. The results revealed that virtual reality significantly increases student
engagement and understanding by providing immersive, interactive, and practical educational
experiences. Students exhibited higher levels of engagement and a deeper understanding of complex

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concepts, along with improved knowledge retention in virtual reality environments compared to
traditional methods. The study also identifies technical and pedagogical challenges, including the
need for robust infrastructure, teacher training, and curriculum alignment. Based on these insights,
recommendations are offered for curriculum design, professional development for educators, and
equitable access to virtual reality technology.

The current study focuses on exploring how immersive learning activities can enhance the
development of these foundational language skills among primary school children. Given that
language is a fundamental skill for academic achievement and social interaction, it is essential to
investigate innovative approaches that extend beyond traditional teaching methods. This research
aims to evaluate the effectiveness of immersive learning in improving specific language skills, namely
listening and speaking. By employing immersive techniques, the study seeks to determine their
potential to foster a more engaging and effective learning environment, ultimately leading to
enhanced language proficiency among young learners.

Research Objective and Main Question

The present study aims to enhance specific language skills (listening and speaking) among primary
school students through immersive learning. The main question guiding this research can be framed
as follows: What is the effectiveness of immersive learning in enhancing language skills among
primary school students?

This inquiry is critical as it seeks to explore the potential of immersive learning environments to not
only improve language proficiency but also to foster a deeper engagement with the language. Given
the significant role that effective communication plays in academic success and social interaction,
understanding the impact of immersive methods on language development in early education
settings is essential. This study will contribute to the existing body of knowledge by evaluating how
immersive learning strategies can be systematically integrated into primary education to address the
challenges of traditional language teaching methods.

METHODOLOGY

Research design

The present study adopts an experimental design, utilizing a quasi-experimental approach with a
single group of fourth-grade students. This design was selected to achieve the research objective of
enhancing specific language skills-namely listening and speaking-among primary school students
through immersive learning techniques. The immersive learning method aims to expose students to
a rich linguistic environment that closely mirrors real-world language use, enabling active
engagement and practical application of the target skills. To measure the impact of immersive
learning, the study implemented pre- and post-intervention assessments that evaluated the students'
language skills in listening and speaking. This design was chosen for its ability to capture the
effectiveness of the intervention in promoting measurable improvements over time. The single-
group approach was ideal given the focus on internal consistency, allowing the comparison of
students' performance before and after the intervention without the need for a control group. This
experimental framework was chosen to maximize the study’s ability to establish a clear link between
the immersive learning approach and language skill development.

Research participants

The study involved 40 fourth-grade students from Al-Hufuf, Al-Ahsa, Kingdom of Saudi Arabia,
selected using simple random sampling from the 15th Intermediate School. The participants were
carefully chosen based on several criteria to ensure consistency and comparability across the group.
These criteria included:

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Age proximity: All students were of similar age, ensuring that developmental differences would not
skew the results.

Similar social conditions: The students shared relatively similar socioeconomic backgrounds, which
helped minimize external variables that could impact language learning outcomes.

Comparable academic achievement: Based on teacher recommendations and school records, the
students exhibited comparable levels of academic performance. This was critical to ensure that any
improvements in language skills could be attributed primarily to the intervention rather than prior
abilities.

This selection approach was designed to establish a homogeneous group, reducing confounding
variables and enabling a clearer evaluation of the immersive learning method’s effectiveness.
Additionally, all participants had no prior experience with immersive learning environments, making
this a controlled introduction to the method being studied. By selecting a group that shared these
common characteristics, the study aimed to create conditions conducive to evaluating how
immersive learning can enhance listening and speaking skills, ensuring that observed changes were
likely due to the educational intervention rather than external factors.

Ethical Considerations

This study adhered to the highest ethical standards to ensure the integrity and safety of all
participants involved. Prior to the commencement of data collection, the research proposal was
submitted to and approved by the King Faisal University Research Ethics Committee under approval
number KFU-REC-2024-ETHICS1984. This ethical approval confirms that the study met the
guidelines and principles set by the university for the responsible conduct of research.

The following ethical precautions were taken:

Informed Consent: All participants, along with their guardians, were fully informed of the study’s
objectives, procedures, potential risks, and benefits. This ensured that their involvement was
completely voluntary and based on a clear understanding of the study's scope.

Confidentiality: Participants' identities and personal information were kept strictly confidential. All
data were anonymized to ensure that individual participants could not be identified in the analysis
or in the publication of the study’s results. Data were stored securely and only accessible to the
research team.

Right to Withdraw: Participants were informed of their right to withdraw from the study at any
stage without any consequences. This freedom was emphasized throughout the research process to
ensure that participation remained voluntary.

Minimal Risk: The nature of the study posed minimal risk to the participants. The activities were
age-appropriate and aligned with their regular educational experiences, ensuring a safe and
comfortable learning environment.

Study Tools

1. The Oral Test for Listening and Speaking Skills:

Objective of the Test Preparation: The test was designed to measure specific listening and speaking
skills, as outlined in the current study, based on immersive learning procedures.

Description of the Preliminary Version of the Test: The test was constructed to be administered
orally, with each participant individually assessed. In its initial version, the test consisted of the

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following areas, ensuring that the items were appropriate for the cognitive and linguistic
characteristics of the students' age group:

a) Listening Section:

This section included eight (8) multiple-choice oral questions aimed at measuring the following sub-
skills:

Auditory discrimination of words

Extracting the main idea from the auditory content

Identifying sub-ideas in the auditory content

Deriving the meaning of new vocabulary from the auditory context

Following auditory instructions and directions

Recognizing the sequence of ideas in the auditory content

Reordering events from the auditory content

Discriminating details in the auditory content

b) Speaking Section:

This section required the students to speak freely on a given topic, assessing four (4) open-ended
questions designed to measure targeted skills. These skills were assessed using a performance-
recording card that evaluated the responses across three levels. The targeted speaking skills
included:

Describing objects/events using proper, formal expressions

Expressing ideas in eloquent words and phrases, avoiding colloquial language

Delivering a clear oral message to the listener

Narrating stories with precise, formal expressions

Sharing personal experiences clearly, avoiding colloquial language

Organizing and maintaining continuity of ideas in speech

Demonstrating expressive performance with appropriate body language

Observing proper speech speed and accuracy

Test Validation: to ensure the validity of the test, five academic reviewers who assessed its
suitability for measuring the intended skills reviewed it. Some reviewers suggested slight
modifications in the wording of certain questions without eliminating any items. Additionally, they
recommended that the speaking section should be assessed using a graded performance card in
formal language. To verify internal consistency, the test was administered to a pilot sample of ten
(10) fourth-grade students from the same school, who were not part of the main study sample.
Correlation coefficients were calculated between each question's score and the overall score of its
respective section. The correlations ranged between 0.81 and 0.87. The correlations between each

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question's score and the overall test score ranged from 0.82 to 0.87, all of which were statistically
significant at the 0.05 level, indicating strong internal consistency of the test items. Internal
consistency was further confirmed by calculating the correlation coefficients between the total score
for each section and the overall test score, all of which were statistically significant at the 0.05 level.

Test Reliability: To ensure the reliability of the test, Cronbach's Alpha coefficient was used. The
overall reliability coefficient for the test was 0.87, indicating high reliability. The reliability
coefficients for the sub-sections were as follows: Listening Section: 0.82, Speaking Section: 0.86, all
of which were statistically significant.

2. Immersive Learning-Based Educational Content

Background for Preparing the Proposed Content: The primary aim of the proposed content was
to enhance specific listening and speaking skills among students, guided by the principles of
immersive learning. Detailed objectives were developed and presented at the start of each session to
provide clear learning outcomes for both students and educators.

Content Structure: The educational content was structured into a series of sessions, each carefully
designed to align with the immersive learning approach. The following components were included:

a) Theoretical Introduction: A theoretical introduction was provided for elementary school

teachers, outlining the general and specific objectives of the content. This introduction also clarified
the key terminologies related to immersive learning and its application in language education.
Teachers were made aware of how the content would help foster the development of linguistic skills,
specifically listening and speaking, through active and engaged learning experiences.

b) Teaching and Learning Methods: The content incorporated teaching strategies based on the
principles of linguistic immersion, where students are fully engaged in the target language. These
methods encouraged students to naturally acquire language skills by experiencing the language in a
practical and contextualized manner, simulating real-world use of language.

c) Targeted Linguistic Skills: The focus of the content was on developing both listening and
speaking skills. The specific sub-skills within these areas were clearly identified, including auditory
discrimination, identifying main and supporting ideas, vocabulary acquisition through context, and
effective verbal expression. The content aimed to build these skills through a scaffolded approach,
where each session reinforced the learning outcomes of the previous ones.

d) Guidelines for Content Delivery: Detailed instructions were provided to the teachers on how to
deliver the content to children, ensuring that the immersive learning strategies were effectively
implemented. Teachers were encouraged to create an engaging and interactive classroom
environment that promotes active participation and language use.

e) Suggested Tools and Activities: The content offered a variety of educational tools and interactive
activities that align with the immersive learning framework. These included role-playing,
storytelling, and interactive listening exercises that engage students in meaningful language use. The
activities were designed to be age-appropriate and cognitively stimulating, allowing students to
practice their listening and speaking skills in an engaging manner.

f) Proposed Roles for Teachers: Teachers were given clearly defined roles for each session,
ensuring that they facilitate the learning process effectively. These roles included guiding
discussions, providing feedback, and encouraging student participation. The content emphasized the
importance of the teacher's role in creating a supportive learning environment that fosters linguistic
immersion.

g) Assessment Methods: The content also included recommended assessment methods for
evaluating student progress throughout the sessions. These assessments were both formative and

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summative, allowing teachers to continuously monitor and adjust instruction to meet the needs of
individual students. Assessment methods included observation of student participation, oral quizzes,
and performance tasks that measured the development of listening and speaking skills.

h) Detailed Session Content: The content comprised a total of 20 educational sessions, each
focusing on specific learning outcomes. The key elements of each session included:

Session Topic: Clearly defined themes for each session that guided the learning activities.

Duration: The time allocated for each session to ensure effective delivery.

Detailed Learning Objectives: Specific objectives for each session that align with the overall goal of
enhancing listening and speaking skills.

Teaching Techniques and Methods: Recommended teaching strategies for immersive learning,
such as using authentic language materials, engaging in discussions, and promoting student
interaction.

Suggested Activities: Activities tailored to the session’s objectives, including role-playing, group
discussions, and listening exercises.

Learning Tools: Suggested educational tools, such as audio materials, visual aids, and manipulatives,
to support immersive learning.

Assessment Methods: Assessment strategies to measure student performance and progress in

listening and speaking skills, using both direct and observational methods.

Furthermore, the immersive learning activities were carefully designed to integrate listening and
speaking tasks in a way that reflects natural communication contexts. These tasks included
interactive storytelling, role-playing exercises, and language games, providing students with
opportunities to practice the target skills in a dynamic and engaging manner. Throughout the
intervention, the learning environment was structured to promote constant exposure to the target
language, ensuring the effectiveness of the immersive experience.

Data Collection and Analysis

The current study employed a quasi-experimental design, with the educational content based on
immersive learning applied to a sample of 40 fourth-grade students. To achieve the study’s objective
of enhancing specific language skills (listening and speaking), data were collected using a pre- and
post-test model that measured the students’ performance on the targeted skills through the oral
language test developed for this study.

The oral test, designed to assess both listening and speaking skills, was conducted to the students
prior to the intervention (pre-test) and then again after the completion of the immersive learning
sessions (post-test). This pre- and post-comparative approach aimed to measure the effectiveness of
the intervention by observing any improvements in the students' language abilities.

To analyze the collected data, a paired samples t-test was conducted to compare the students' pre-
and post-test scores. The use of the paired t-test is appropriate in this context because it allows for
the analysis of changes in the same group of students across two time points—before and after the
intervention—thereby assessing the impact of the immersive learning content on their language
skills.

The t-test analysis provided statistical insights into the significance of the observed differences
between pre- and post-test scores, enabling the researchers to evaluate the effectiveness of the

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immersive learning content in enhancing listening and speaking skills. The results, along with effect
sizes and p-values, were used to determine whether the intervention led to statistically significant
improvements in the students' performance.

RESULTS AND DISCUSSIONS

To answer the research question, "What is the effectiveness of immersive learning in enhancing
language skills among primary school students?", the Oral Test for Listening and Speaking Skills was
administered to the students before and after the implementation of the educational content. The
results are illustrated in Table 1 below.

Table 1: Results of the oral test for listening and speaking skills (N = 40)

Direction
Standard value Significance
Skills Measurement Average of
deviation (T) level
differences
Auditory Pre-Test 1.75 1.2
discrimination of 7.65 *0.00 Post-test
Post-Test 3.50 0.89
words
Extracting the Pre-Test 2.25 1.6
main idea from the 8.14 *0.00 Post-test
Post-Test 4.5 0.74
auditory content
Identifying sub- Pre-Test 2.5 0.74
ideas in the 6.99 *0.00 Post-test
Post-Test 4.75 1.4
auditory content
Deriving the Pre-Test 2 2.2
meaning of new
vocabulary from 8.45 *0.00 Post-test
Post-Test 4.5 0.74
the auditory
context
Following auditory Pre-Test 2.25 1.2
instructions and 5.63 *0.00 Post-test
Post-Test 4.75 0.96
directions
Recognizing the Pre-Test 2.5 0.74
sequence of ideas
6.77 *0.00 Post-test
in the auditory Post-Test 4.5 0.65
content
Reordering events Pre-Test 1.5 1.3
from the auditory 8.65 *0.00 Post-test
Post-Test 4.5 0.56
content
Discriminating Pre-Test 2 0.34
details in the 11.65 *0.00 Post-test
Post-Test 4.75 0.69
auditory content
Describing Pre-Test 1.75 1.4
objects/events
8.69 *0.00 Post-test
using proper, Post-Test 4.5 0.45
formal expressions
Expressing ideas in Pre-Test 1.5 1.69
eloquent words
and phrases, 9.25 *0.00 Post-test
Post-Test 4 0.45
avoiding colloquial
language
Delivering a clear Pre-Test 2 1.4
oral message to the 8.47 *0.00 Post-test
Post-Test 4.5 1.69
listener
Pre-Test 2 0.54 7.96 *0.00 Post-test

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Direction
Standard value Significance
Skills Measurement Average of
deviation (T) level
differences
Narrating stories
with precise, Post-Test 4 0.68
formal expressions
Sharing personal Pre-Test 1.5 1.4
experiences
clearly, avoiding 6.98 *0.00 Post-test
Post-Test 4.75 0.47
colloquial
language
Demonstrating Pre-Test 1.5 0.96
expressive
performance with 7.58 *0.00 Post-test
Post-Test 4.25 1.85
appropriate body
language
Observing proper Pre-Test 1.25 0.96
speech speed and 10.69 *0.00 Post-test
Post-Test 4.5 0.48
accuracy
Pre-Test 28.25 1.78
Total Test Score 8.91 *0.00 Post-test
Post-Test 66.25 1.2
*Significance level at (0.05).

The quantitative results presented in Table 1 indicate statistically significant differences in the scores
of the participating students regarding both listening and speaking skills. The differences in mean
scores favor the post-test, as indicated by the higher average values. The overall t-test score was 8.91
at a significance level of 0.05. These findings provide strong evidence for the effectiveness of
immersive learning in enhancing the language skills of the students involved in the study.

The notable improvement in the post-test scores, as compared to the pre-test, suggests that
immersive learning had a substantial impact on the students’ ability to develop essential language
skills. This result highlights the method’s ability to support auditory learning and interactive
engagement, both of which are critical for language acquisition. For listening skills, the students
showed a marked improvement in auditory discrimination, understanding main and sub-ideas in
auditory content, and recognizing new vocabulary from context, all of which are integral components
of language comprehension.

Similarly, for speaking skills, the students demonstrated enhanced clarity in expressing ideas,
improved organization of thoughts, and an ability to maintain formal language, avoiding
colloquialisms. These findings suggest that immersive learning also contributed to better narrative
structuring, the use of body language for expressive communication, and a more accurate and fluent
delivery of speech. Such improvements in communication skills are crucial for fostering both
academic success and social interaction at this stage of the students’ development.

This statistically significant difference, indicated by the t-value, further supports the argument that
immersive learning methodologies can play a transformative role in language education, particularly
in primary school contexts. The evidence gathered from this study points to the broad applicability
of immersive learning, not just as a tool for language skill development but also as a method that
could be replicated in other subject areas where active and engaging learning environments are
required.

CONCLUSIONS

This study has demonstrated the significant effectiveness of immersive learning in enhancing
listening and speaking skills among primary school students. Through the application of an
experimental design involving a single group of fourth-grade students, the research found that

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immersive learning environments can substantially improve students' abilities to process auditory
information and communicate clearly in a structured manner. The results, indicated by statistically
significant improvements in both listening and speaking post-test scores, emphasize the value of
integrating immersive learning into educational practices.

In terms of listening skills, the immersive learning approach helped students improve their auditory
discrimination, comprehension of main and sub-ideas, and ability to infer the meaning of new
vocabulary from context. These skills are vital for overall language proficiency and support the
development of more advanced cognitive processes related to listening and comprehension.

For speaking skills, the study revealed that immersive learning facilitated greater fluency in oral
expression, allowing students to convey ideas in a more organized, clear, and formal manner. The use
of body language, the avoidance of colloquial language, and the ability to narrate stories or personal
experiences effectively were significantly enhanced.

These results highlight the potential for broader application of immersive learning in other
educational contexts, suggesting that this approach could be instrumental in developing a wide range
of skills across different subject areas. Future research could explore the long-term impact of
immersive learning on language retention and whether similar improvements can be observed in
other domains of learning.

In conclusion, the study validates immersive learning as an effective tool for language skill
development in primary education, reinforcing the need for innovative educational strategies that
prioritize active participation and real-world language application.

Limitations

While this study has provided valuable insights into the effectiveness of immersive learning in
enhancing language skills among primary school students, several limitations must be
acknowledged.

Sample Size and Generalizability: The study was conducted with a relatively small sample of 40
fourth-grade students from a single school in Al-Ahsa, Saudi Arabia. This limits the generalizability
of the findings to other contexts, schools, or regions. Future research with larger and more diverse
samples would help to verify whether the same effects can be observed in different educational
settings.

Single Group Design: The use of a quasi-experimental design with only one group limits the ability
to compare the outcomes with a control group. Without a control group, it's difficult to determine
whether the observed improvements in language skills are solely attributable to the immersive
learning approach or if other external factors might have influenced the results.

Short Duration: The intervention was limited to 20 sessions, which may not be sufficient to capture
the long-term effects of immersive learning on language skill development. Longitudinal studies that
track the progress of students over an extended period would provide more robust evidence of the
sustainability of the learning gains.

Despite these limitations, the study contributes valuable findings that underline the potential of
immersive learning in language education and provides a foundation for further investigation in this
area.

Acknowledgments

This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate
Studies and Scientific Research, King Faisal University, Saudi Arabia (GRANT KFU242061).

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