Virtual reality (VR) is gaining attention in foreign language learning research for its ability to create immersive environments that enhance engagement and reduce anxiety. While most studies focus on classroom settings, VR’s potential for self-access language learning (SALL) remains underexplored. Self-access language centers (SALCs) provide essential independent study opportunities. However, SALCs also encounter challenges such as offering convenient accessibility and fostering social interaction. Recent research has examined online synchronous consultations, but VR's role as an alternative remains underexplored.

This study examines VR-based SALL communication sessions with Japanese EFL university students. A mixed-methods approach measured learners’ preconceived sentiments about VR for SALL and their experiences after a treatment, focusing on foreign language anxiety, perceived learning opportunities, and learner preference. Results indicate that using VR in SALL sessions reduced communication anxiety, provided ample learning opportunities, and became the preferred method for most participants. These findings suggest that VR can enhance learners' willingness to engage in conversation and create a supportive environment for language practice. However, challenges such as technological limitations and the need for structured facilitation emerged. The presentation will discuss these findings, explore practical considerations for implementing VR in SALCs, and propose directions for future research.