Virtual Reality in Language Education: Evidence from a Systematic Review

Abstract

Immersive Virtual Reality (VR) enables the simulation of authentic scenarios that can support the acquisition of foreign language skills. This systematic review synthesizes empirical evidence on the use of VR in language education and adopts the Common European Framework of Reference for Languages (CEFR) as an organizing framework for structuring language skills. Following PRISMA guidelines, 25 peer reviewed studies published between 2010 and 2022 were identified and analyzed. Overall, the findings indicate that VR can support language learning outcomes, although the magnitude and consistency of effects vary across skill domains. More consistent positive effects are observed for speaking and listening, where immersive and multimodal environments appear to facilitate comprehension, fluency, and learner confidence. Improvements in reading and writing are reported less consistently and seem to depend on structured instructional design and pedagogical scaffolding. Evidence regarding vocabulary learning is mixed and strongly influenced by task characteristics, exposure time, and comparison conditions. Taken together, the results largely converge with findings reported in other systematic reviews on VR in language learning. However, by explicitly situating effects along CEFR skill domains, the present review offers a more differentiated and pedagogically grounded perspective on where and under which conditions immersive VR appears particularly supportive.