VR in Language Learning

Virtual Reality in Language Learning:Theory, Practice, and Future Directions

1. Background

     Traditional English as a Foreign Language (EFL) instruction faces several persistent challenges that hinder learners’ communicative development:

Lack of interactivity
Even with the inclusion of multimedia tools such as audio CDs, MP3s, and videos, traditional materials remain largely passive and do not support authentic, interactive communication (Lee & Chen Hsieh, 2018).
Disconnection from real-life contexts:
Textbooks often fail to simulate realistic communication scenarios, limiting learners’ ability to apply English in everyday situations (Chien, Hwang, & Jong, 2020).
English perceived as purely academic
Many learners view English primarily as a subject for exams rather than a practical tool for real-world interaction (Chen Hsieh, Wu, & Marek, 2017).
Neglect of communicative competence
Traditional methods tend to emphasize grammar and test preparation over the ability to use language effectively in real-life contexts (Canale, 2014; Zhang & Liu, 2018).

       With the advancement of technology, Virtual Reality (VR) has emerged as a powerful and innovative tool in language education. VR creates immersive, computer-generated environments that allow learners to interact in real time using headsets and motion-tracking devices, simulating real-life communication scenarios and enhancing learning engagement.

2  Theoretical Foundations Supporting VR in Language Education

Constructivist theory

developed by Piaget and later expanded by Vygotsky, emphasizes that learners actively construct knowledge through interaction with meaningful and contextualized environments.
In VR-based language education, immersive environments: 1)encourage exploration, experimentation, and discovery; 2)provide meaningful, contextual tasks that mirror real-life situations; 3)support individualized, student-centered learning experiences. These characteristics align well with the constructivist view that learning is an active, contextual, and socially-influenced process.

Kolb’s experiential learning theory

asserts that knowledge is formed through a cyclical process involving concrete experience, reflective observation, abstract conceptualization, and active experimentation
VR supports this model by 1)simulating real-world settings (e.g., ordering food in a virtual café); 2) allowing learners to practice language through trial and error; 3) providing safe environments for repeated, authentic interaction. Such immersive experiences help learners internalize language use through direct engagement, rather than passive instruction.

Social Learning Theory

According to Vygotsky, learning is fundamentally social and occurs through interaction with others in meaningful contexts.
VR environments can 1)facilitate peer-to-peer communication through avatars and voice chat; 2) enable collaborative tasks and language use in goal-oriented simulations; 3)offer scaffolded learning through guided interaction with virtual agents or group tasks. This supports social learning by embedding language use in social and interactive contexts.

Digital experiential learning

expands on traditional experiential theory by emphasizing learning in virtual environments.
In the context of VR, 1) learners participate in authentic, simulated tasks (e.g., role-playing a job interview); 2)mistakes are low-risk and can be repeated for mastery; 3)the environment supports practice-based skill development aligned with real-world language use. This approach enhances learner autonomy, motivation, and practical competence.

Distributed cognition theory

views knowledge as distributed across individuals, tools, and the environment.
In VR-based language learning, 1)digital environments function as cognitive tools (e.g., prompts, visual cues, virtual dictionaries); 2)language input and feedback are embedded in the context; 3) cognitive load is shared across immersive, interactive components This makes language learning more situated, scaffolded, and cognitively supported.

Embodied cognition

highlights the role of the body and sensory experience in learning.
In VR environments, 1)learners use gestures, movement, and spatial awareness during interaction; 2)multisensory input (e.g., audio, visual, and sometimes haptic feedback) enhances memory and understanding; 3)active participation replaces passive reception This creates embodied, meaningful engagement, reinforcing learning through physical involvement in communicative tasks.

Summary:

       Collectively, these theories—constructivism, experiential learning, social learning, digital experiential learning, distributed cognition, and embodied cognition—provide a strong theoretical foundation for the integration of VR in language learning. They validate VR as a powerful tool for immersive, interactive, and context-rich educational experiences that support both language acquisition and learner development.

3. The current situation of VR in language learning

1) Most Common Areas of VR Application in Language Learning

        According to Huang et al. (2021), vocabulary learning was the most popular area of focus in the reviewed studies. In addition to vocabulary, VR technology was also widely used to support other aspects of language learning, including speaking, writing, cultural learning, reading, listening, integrated language learning, Chinese characters, and grammar instruction. Some studies also applied VR to teach the English alphabet.

2) Main Users of VR-ELL Systems

        The primary users of VR-based English Language Learning (VR-ELL) systems were university and graduate students, indicating a trend toward higher education settings in adopting immersive learning technologies(Huang et al.,2021).

4.  Types of VR: Low vs. High Immersion

VR experiences can be categorized by their level of immersion:

  • Low-immersion VR (or desktop VR) occurs on standard computer screens without headsets, offering limited sensory engagement. (Kaplan-Rakowski & Gruber, 2019)   Example: Second life. You can try it with this link https://secondlife.com/. Here is a brief introduction video on the left. The video on the right offers a scenario-based explanation of how Second Life can be used as a tool for teaching English.    
  • High-immersion VR involves head-mounted displays (HMDs) or room-based projection systems, allowing users to feel physically present in the virtual environment (Estes, Dailey-Hebert, & Choi, 2016; Freina & Ott, 2015). Relative tools will be introduced in the following.

5. Key Concept: Immersive Language Learning

5.1 Definition and Features

5.1 Definition and Features

      Immersive learning is an instructional approach in which learners are fully engaged in simulated or real-world environments that promote natural and meaningful language use. It’s a great way to learn because it allows learners to truly experience almost all aspects of life in the language they’re learning. In the context of VR-supported language education, students can practice English in realistic virtual settings—such as cafés, airports, or classrooms—all from the comfort of their homes. These environments are characterized by:

  • Active participation
  • Context-rich communication
  • Authentic, real-world language application

      Immersive language learning environments expose students to the target language in authentic, contextually meaningful situations. English as a Foreign Language (EFL) immersion programs are a well-established example, having demonstrated effectiveness in promoting bilingual proficiency and academic achievement (Genesee, 1987). Students enrolled in such programs often develop strong linguistic competencies in both English and their native language (Lasagabaster & Doiz, 2016), reaping both cognitive and academic benefits through sustained exposure.

       Early immersion, in particular, has been linked to notable cognitive development. As Cummins (1977, 1978) observed, students in early EFL immersion settings often exhibit enhanced executive functioning, cognitive flexibility, metalinguistic awareness, and problem-solving abilities (Baker & Wright, 2021). These advantages are not merely temporary; longitudinal studies indicate that the benefits of immersion are long-lasting, often leading to superior learning outcomes compared to non-immersion peers (Collier & Thomas, 2017).

     Beyond cognitive and academic benefits, immersion fundamentally supports the central goal of language education: developing proficiency in the target language. As Genesee (1987, p. 191) emphasizes, “second language proficiency tends to increase the earlier immersion begins and the more second language exposure the learner has.” Consequently, early total immersion programs typically produce higher levels of second language attainment than partial or delayed immersion models. Nevertheless, any form of immersive exposure is more effective than none at all.

      From a pedagogical standpoint, these findings underline the importance of maximizing learners’ exposure to the target language through immersive experiences. With advancements in digital technologies, particularly Virtual Reality (VR), educators now have new tools to recreate immersive environments beyond traditional classrooms. VR allows learners to engage in meaningful, real-time interactions in lifelike settings, offering scalable and accessible opportunities to enhance second language acquisition.

6. The Educational Benefits of VR for Language Learning

      Virtual Reality offers a wide range of benefits for education, particularly in the domain of language learning. Its immersive nature, combined with technological adaptability, creates rich opportunities for developing communicative competence—especially in speaking.

6.1 Immersive and Engaging Language Practice
VR enables learners to engage in real-time conversational practice through platforms like ENGAGE, Immerse, and AltspaceVR, where they can interact with avatars or native speakers. These environments simulate real-world settings such as cafés, airports, or classrooms, providing contextualized, task-based speaking opportunities that are often missing from traditional instruction. At the same time, VR fosters experiential learning by allowing students to virtually explore places and scenarios they might not otherwise access. This experiential immersion makes the learning process more meaningful, memorable, and engaging.
6.2 Reducing Speaking Anxiety
For learners who are shy or anxious, VR creates a safe and supportive environment where they can practice English without fear of judgment. The anonymity and controlled nature of virtual spaces encourage risk-taking and increase learner confidence in using spoken language.
6.3 Personalization and Adaptive Feedback
Many VR applications integrate artificial intelligence to offer real-time feedback on pronunciation, fluency, and grammar. Learners can progress at their own pace, revisiting scenarios as needed and receiving individualized support tailored to their language development needs.
6.4 Collaboration and Social Interaction
VR promotes active collaboration by placing learners in shared virtual environments where they must communicate to complete tasks or solve problems. This not only enhances peer interaction but also mirrors authentic language use in social and professional contexts.
6.5 Cost-Effectiveness and Accessibility
Compared to physical immersion experiences such as study abroad or field trips, VR provides a cost-effective alternative. Institutions can implement VR environments at scale, offering equitable access to rich learning experiences regardless of geographic or financial constraints.

7. Some VR Tools

7.1 Global Platforms: ImmerseMe and Mondly VR

       The figure illustrates the core concept behind the proposed VR-based spoken English learning platform. This system is designed to transcend traditional barriers of time and space, enabling users from around the globe to communicate and learn in real time. An integrated instant messaging system ensures seamless interaction among users, while real-time translation technology facilitates mutual understanding between speakers of different languages. This fosters a more natural and immersive second-language acquisition experience.

   Several existing platforms offer similar immersive learning opportunities. For instance, ImmerseMe features over 3,000 interactive scenarios across nine languages. Learners can simulate real-world conversations in culturally authentic settings—such as ordering food in Paris or shopping in Tokyo—thus gaining contextual language skills in a practical, engaging way.

       Another example is Mondly VR, which allows users to engage in dialogue with virtual characters. These interactions simulate everyday situations like ordering drinks or making introductions, helping users to improve both their speaking and listening abilities within a safe and controlled environment.

7.2 AI Integration: Personalized Learning with ELLMA-T

    The development of AI-powered virtual agents such as ELLMA-T represents an innovative integration of large language models with virtual reality to deliver personalized language learning experiences. These agents are capable of assessing learners’ language proficiency and providing individualized feedback, thereby enhancing language acquisition through immersive role-plays and context-rich interactions. A teaser image illustrates ELLMA-T—an embodied conversational agent (ECA) based on GPT-4—engaged in a role-play scenario within VRChat, simulating a supermarket conversation.

A teaser image illustrates ELLMA-T—an embodied conversational agent (ECA) based on GPT-4 — engaged in a role-play scenario within VR Chat, simulating a supermarket conversation.

7.3 A Multi-Layered Metaverse Classroom

     The Metaverse is a collective virtual space that merges physical reality with digital environments, enabling users to interact with each other and digital content through avatars in real time. It is often described as the next evolution of the internet—an immersive, 3D version of the web—where people can work, learn, socialize, shop, and play in virtual worlds that feel increasingly lifelike.

     Powered by technologies such as virtual reality (VR), augmented reality (AR), blockchain, artificial intelligence (AI), and cloud computing, the metaverse offers a seamless blend of the digital and physical worlds. Companies like Meta (formerly Facebook), Microsoft, Google, and Tencent are actively investing in metaverse-related technologies, indicating its growing importance in both consumer and professional domains.

      In education, the metaverse has the potential to transform traditional learning by offering students highly immersive environments where they can participate in virtual science labs, historical reenactments, or global language exchanges. In commerce, brands are building virtual stores and hosting interactive events, while in healthcare, professionals are using VR simulations for training and therapy.

      However, the development of the metaverse also raises important concerns, including data privacy, digital equity, mental health, and ethical governance. As it continues to evolve, it will require collaboration across industries and disciplines to ensure that it is inclusive, secure, and beneficial for all.

7.4 Other tools waiting for you to explore

8. Examples of VR Applications in Teaching

        Case Study: “Virtual Reality Life English” (VRLE) for Junior High School Learners in Rural Taiwan

       To address low English achievement and motivation among rural junior high school students in Taiwan, researchers developed Virtual Reality Life English (VRLE)—a 3D animation-based VR learning system using HTC VIVE and Kinect for immersive, full-body interaction.

Design: VRLE focused on task-based scenarios such as ordering food, asking for directions, and buying toys, allowing students to practice everyday English in simulated real-life settings.

Development: English instructors created level-appropriate scripts, which were turned into interactive 3D environments by a technical team using Unity and 3Ds MAX.

        The system served as a complementary tool to enhance curriculum-based instruction and learner engagement.

24
21
22

       The following is the findings of Yang, Lo, Hsieh, and Wu (2020).

RQ1: To what extent did VRLE enhance the communicative ability of low-achieving EFL learners?

A paired-samples t-test revealed a statistically significant improvement in students’ communicative performance after using VRLE:

  • Pre-test mean: 60.56
  • Post-test mean: 68.82
  • Statistical significance: p < .001
  • Inter-rater reliability: Krippendorff’s α = .86

These results indicate that VRLE had a substantial positive impact on the learners’ English-speaking ability.

      Data from the Igroup Presence Questionnaire (IPQ) showed learners experienced a moderate to high sense of presence:

  • Spatial presence: 5.31
  • Overall presence: 5.27
  • Caption-related presence: 4.48
  • Involvement: 4.43
  • Realness: 3.88

     Key results:

  • Students felt physically situated in the virtual space (high spatial presence).
  • Captions helped with comprehension but reduced realism.
  • Students were engaged, though some were distracted by real-world factors.
  • The environment was perceived as realistic, though not identical to real life.

From interviews with eight students, four major themes emerged:

  1. Realism
    • The VR environment felt immersive and lifelike, aided by free object interaction and native speaker voiceovers.
    • Some students experienced physical discomfort or technical difficulties.
  2. Engagement
    • Task realism increased focus and interest.
    • However, headset cables and peer performance anxiety were noted as distractions.
  3. Captioning Preferences
    • Caption-on: Supported understanding and reduced anxiety, especially for lower-level learners.
    • Caption-off: Felt more authentic and encouraged active listening.
  4. Suggestions for Improvement
    • Expand virtual space, add more interactive characters.
    • Include a reward system (e.g., virtual currency).
    • Provide in-world hints (e.g., posters).
    • Display the learner’s own avatar/body for enhanced immersion.

Overall Summary

        The VRLE system proved effective in improving the communicative skills of low-achieving EFL learners. It fostered immersion, task engagement, and real-world applicability. Learners responded positively to its features. The findings support VRLE as a promising tool in communicative language teaching (CLT), particularly in under-resourced educational settings.

        The advantages of VR are evident; however, this article also highlights its drawbacks in practical teaching. More importantly, it addresses students’ reactions to the technology — all of which are crucial factors that must not be overlooked in the ongoing reform and development of VR-based education.

9. Teachers’ Perspectives on Using VR in Education

1. Curriculum Alignment

      Teachers generally viewed VR as a tool that could be effectively integrated with existing curricula across various subjects. Studies showed that VR-supported lessons were often designed to align with national curriculum goals in subjects such as geography, science, mathematics, and social studies. For example, 360-degree VR helped meet geography learning outcomes (Maher & Buchanan, 2021), while immersive VR content was successfully incorporated into science lessons to meet national standards (Liu et al., 2020). Teachers emphasized the importance of aligning VR content with lesson objectives and learner needs (Khukalenko et al., 2022). In some cases, VR acted as both an amplifier of learning materials and a reorganizer of learning contexts (Rodríguez, Romero & Codina, 2021). 

      Despite the potential benefits, teachers expressed concerns about several practical issues. These included costs, access to devices, and the need for reliable Wi-Fi connections. Some teachers found VR to be affordable due to the use of learners’ existing mobile devices (Patterson & Han, 2019), but others were worried about students without personal smartphones or the need to inform parents about device usage. Technical issues, such as inconsistent device compatibility and limited VR content, were also mentioned (Alalwan et al., 2020). Time constraints within regular class schedules further complicated implementation.

    Overall, teachers considered VR a valuable educational tool, particularly for teaching abstract concepts and increasing student engagement. It was associated with enhanced motivation, independent learning, and interest in STEM subjects (Alalwan et al., 2020; Hui et al., 2022). VR helped struggling learners become more engaged and encouraged a shift from traditional teaching to more interactive, inductive approaches. Teachers modified lesson plans to accommodate VR-based learning and observed improved classroom participation.

      Professional development played a key role in successful implementation. Teachers who received training felt more confident in using VR and were more likely to integrate it into their teaching (Liu et al., 2020; Khukalenko et al., 2022). Those who used analytics platforms to track student behavior also gained deeper insight into learning processes (Maher & Buchanan, 2021).

   Teachers highlighted concerns about students’ adaptation to VR. Some were uneasy about learners being distracted or accessing unrelated content, prompting the use of guided modes (Patterson & Han, 2019). Others questioned the effectiveness of VR for teaching specific subjects or worried about health risks, such as dizziness (Alalwan et al., 2020). While most students tolerated the experience well, teachers emphasized the need for adult supervision, especially when using headsets. There was also concern about students’ low technological literacy, suggesting a need for enhanced training in VR use (Alalwan et al., 2020).

      Teachers identified multiple benefits of VR for student learning. The technology encouraged active participation, creative thinking, and problem-solving. VR enabled learners to visualize and manipulate 2D and 3D shapes, develop spatial reasoning, and experience abstract concepts in concrete ways (Rodríguez, Romero & Codina, 2021). It also helped generate enthusiasm for learning and enriched class discussions. Some teachers observed improvements in learners’ ability to create, visualize, and express artistic and scientific ideas (Hui et al., 2022). Students found the VR environment intuitive and easy to use, and preservice teachers described the immersive experience as “feeling real,” indicating strong potential for learner engagement (Lin & Sumardani, 2023).

© All Rights Reserved.

Scroll to Top