XR Technologies in English Language Education: Conceptualising Immersive Learning to Foster Oracy in Secondary Language Classrooms

Abstract

The rapid development of extended reality (XR) technologies, particularly immersive virtual reality (VR), has the potential to transform language classrooms into highly engaging learning environments [1, 2]. Despite the documented benefits of XR for teaching foreign, second or additional languages (L2), its integration into classroom practice in the context of secondary school education remains limited [3]. This can certainly be attributed to the notable lack of practice-led, evidence-based frameworks and models designed specifically for language-learning settings. Consequently, this extended abstract outlines the PAX (Pedagogical Alliance for XR-Technology in (Teacher) Education) project - a large-scale European research initiative that aims to develop a comprehensive competency framework following design-based research principles [4]. More specifically, it presents the initial findings of the analysis and exploration phase with a focus on language education, particularly oracy. On the one hand, it outlines the general conceptual design of an XR competency framework; on the other, it sets out the specifics of immersive VR for enhancing oracy [5].