Writing　is　closely　related　to　contextual　experiences　about　the　topics.　However,　in　traditional　EFL　writing　classes,　learners’　lack　of　in-depth　experience　in　learning　contexts　may　be　the　leading　cause　rendering　students’　poor　writing　performance.　To　address　this　problem,　a　quasi-experimental　study　was　conducted　to　investigate　the　impacts　of　a　spherical　video-based　virtual　reality　(SVVR)-supported　instruction　approach　on　the　improvement　of　writing　complexity　with　deeper　contextual　experiences.　Underpinned　by　the　sociocultural　theory,　an　experimental　group　(n　=　31)　and　a　control　group　(n　=　31)　from　a　Chinese　university　participated　in　a　16-week　study　where　the　experimental　group　received　an　SVVR-integrated　writing　instruction　while　the　control　group　the　regular　writing　instruction.　Between-group　effects　were　examined　mainly　through　procedures　of　MANCOVA.　The　findings　show　that　the　proposed　SVVR　approach　could　significantly　improve　students’　writing　complexity　in　terms　of　lexical　complexity　and　syntactic　complexity,　lending　pedagogical　support　to　the　application　of　SVVR　in　EFL　writing　classrooms.　©　De　La　Salle　University　2025.