Content and Language Integrated Learning (CLIL) emphasizes learning subject content through the target language. A key aspect of CLIL is engaging in meaningful activities with authentic materials that have real-world relevance. To ensure meaningful learning, appropriate situational and contextualized settings are essential. Immersive technologies like Virtual Reality (VR) can be valuable tools to assist learners’ cognitive processing abilities, and VR has been increasingly integrated into language education. However, research on VR in Japanese language education remains scarce. Previous studies suggest that learners may lose interest in VR over time due to the ‘novelty’ effect of the new technology. In this presentation, the implementation of CLIL with a supplementary instructional tool, VR, to enhance contextual learning in intermediate-level Japanese communication and presentation courses over one academic year will be reported. The primary objective of these courses was to develop students’ understanding of the Sustainable Development Goals (SDGs). At the end of each semester, students were asked to reflect on how CLIL-based activities incorporating VR influenced their learning and to share their impressions of these activities. The textual data were analyzed using text mining to investigate whether VR’s ‘novelty’ affected learners’ perceptions and whether learners developed more negative opinions over time.