The use of technology is becoming widespread in science and technology classes due to its overwhelming benefits in learning. Yet many English language teachers lack knowledge of the existing technologies and the 'know-how' to use it in the classroom. In this paper, the researchers report the pilot study conducted to explore the effects of virtual reality (VR) headset, an inexpensive version of VR tools, onto the language learner's affective variables such as engagement, motivation, and independent learning. It also explores the effectiveness of VR headset onto the language learner's ability to learn vocabularies and to follow instructions. In a class of 55 students, only eleven students volunteered to participate. They were asked to wear a VR headset, identify the pictures aloud, and join the semi-structured individual interviews. Findings suggest very interesting results. Descriptive reports show very high mean scores of the learner's engagement (M = 4.63), motivation (M = 4.72), and independent learning (M = 4.63). The average mean score concerning their ability to follow instruction was 4.36. With regards to vocabulary test, the average mean score in the posttest was 2.73, higher than the average mean score of 1.18 in the pre-test. Despite the overwhelming benefits of using VR headset in the language class, this paper concludes with limitations as it only reports the results of the formative study.