Japanese English learners in virtual reality (VR) experienced an unexpected reversal: they served as linguistic resources for others four times more often than did those in physical study abroad. This role reversal suggests that VR environments may create fundamentally different interactional dynamics than their physical counterparts. While study abroad programs effectively develop English proficiency, high costs and institutional barriers limit access to these programs. VR offers an alternative, yet comparative data on language exposure in virtual and in-person exchanges remain scarce. This exploratory mixed-methods study (N = 14) provides the first application of the Language Contact Profile (LCP) to VR environments, comparing English exposure across three formats: a six-week Belgian exchange program, a three-week program in Singapore, and a synchronous VR experience ranging from one to four weeks. The results show that VR functions as a mediated ‘third space’ that redistributes rather than reduces language contact. Japanese participants served as L1 resources significantly more often in VR than in Belgium (ε² = 0.65), suggesting role reversal where learners became teachers. Compared with those in physical programs, VR participants reported less instructor contact (ε² = 0.68) and fewer incidental overhearing opportunities (ε² = 0.78), whereas Singapore yielded the highest level of peer interaction. Despite these constraints, VR participants independently initiated service encounters and compensated through self-directed learning. We emphasize effect sizes and robust statistics (means/medians/IQRs). VR complements physical programs by offering distinct interactional dynamics. This paper provides practical implementation guidance while acknowledging the need for larger multisite validations.
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