1.

Introduction
In the growing landscape of virtual education, challenges continue for Virtual University BS
students attempting to master the English language. This research aims to explore into these
challenges, offering insights into the unique hurdles faced in the digital learning environment. By
identifying these issues, the study seeks to recommend targeted interventions, eventually
enhancing the usefulness of English language education in virtual university settings.
This research endeavors to comprehensively investigate challenges faced by Virtual University
BS students in learning English within virtual platforms. The goal is to propose interventions and
improvements to foster a more effective English language learning experience, tailored to the
distinctions of the digital education landscape.
The Objectives are;
 Assess the impact of limited interaction on spoken English proficiency among Virtual
University BS students.
 Examine the influence of technological barriers on the acquisition of English language
skills in the virtual learning environment.
The Research Questions are;
 How does limited interaction affect spoken English proficiency among Virtual University
BS students?
 What role do technological barriers play in hindering the acquisition of English language
skills in virtual learning?
2. Literature Review
 Smith et al. (2021) explore challenges in virtual language learning, emphasizing limited
interaction and cultural barriers.
 Johnson (2020) investigates technological barriers to language acquisition, focusing on
internet connectivity issues.
 Brown and Garcia (2019) highlight the importance of virtual community building for
language learners.
While existing literature provides valuable insights into challenges in virtual language learning, a
specific gap exists regarding a comprehensive examination of the combined impact of limited
interaction and technological barriers on English language acquisition among Virtual University
BS students. Few studies directly address the distinctions of these challenges within the context
of virtual higher education, highlighting the need for a targeted investigation to inform effective
interventions in this specific setting.
3. Research Methodology
This research adopts a mixed-methods approach, combining qualitative and quantitative methods
for a comprehensive understanding. The population comprises Virtual University BS students. A
stratified random sampling method will be employed to select a representative sample for
thorough analysis.
A structured questionnaire, integrating both closed and open-ended questions, will be employed
to gather quantitative and qualitative data. Data will be collected through an online survey
distributed to the selected sample, ensuring a diverse and representative response set.
4. References
Brown, A., & Garcia, M. (2019). Enhancing Language Learning through Virtual Community
Building. Journal of Online Education, 8(2), 45-58.
Johnson, P. R. (2020). Technological Barriers to Language Acquisition in Online Education.
International Journal of Educational Technology, 15(3), 112-129.
Smith, J., Anderson, K., & Taylor, L. (2021). Exploring Language Learning Challenges in
Virtual Environments. Journal of Virtual Learning, 12(4), 78-92.