Researching the Triumphs and Tribulations of Language Teaching and Learning in Immersive Metaverse Environments

Abstract

Language teaching and learning in immersive Metaverse environments have shown strong potential for transforming education, particularly in second language education (L2). These environments provide cognitive, social and emotional learning experiences in different contexts, times and spaces. Systematic literature reviews and research studies consistently report improvements in language proficiency, motivation, presence, intercultural communicative competence, intercultural citizenship, and collaborative engagement in immersive Metaverse environments. This is especially true when using Project-Based Learning (PBL) and Content and Language Integrated Learning (CLIL) approaches that emphasize 21st century skills. However, significant challenges remain. There is a lack of educational policies, few comprehensive approaches, and gaps in initial and continuous teacher professional development, along with infrastructure challenges that hinder sustainable integration. This paper uses a systematic literature review approach aligned with PRISMA to synthesize current scientific literature. It aims to (a) identify key themes in these learning environments, (b) analyze similarities and differences in outcomes, and (c) propose holistic framework to address these gaps. Additionally, this work-in-progress paper outlines a research agenda that highlights the need for longitudinal educational policies, holistic approaches, and teacher professional development plans in language teaching and learning within immersive Metaverse environments to unlock their transformative potential for 21st century skills.