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13 - Virtual Reality

from Part III - Tools

Published online by Cambridge University Press:  15 June 2025

By
Kristi Jauregi-Ondarra,
Sabela Melchor-Couto and
Silvia Canto
Edited by
Glenn Stockwell and
Yijen Wang
Glenn Stockwell
Affiliation:
The Education University of Hong Kong
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Virtual reality (VR) is considered one of the most promising emerging technologies for learning. Its incorporation in education offers teachers and students endless opportunities to enjoy embodied experiences that would otherwise be inaccessible in a classroom setting (e.g. visiting Mount Everest or experiencing the cellular defense system from inside your body). The increasing popularity of VR has stimulated educators’ and researchers’ interest to explore its learning potential in education. In the present chapter we explore the historical development of VR, we discuss the pedagogical theories underpinning its use, describe its potential for language education, analyze empirical research, and make suggestions for future research.

Keywords

virtual worldsvirtual realityvirtual exchange

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The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 213 - 230
Publisher: Cambridge University Press
Print publication year: 2025

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Further Reading

In this article, Blyth explores immersive technologies as tools for foreign language education, with a specific focus on augmented reality (AR) and VR. The discussion ranges from historical perspectives to future challenges, shedding light on the potential of these technologies.

This book chapter offers a comprehensive overview of VWs as a technology-mediated approach to facilitate SLA. It provides insights into research studies and practical applications by exploring the potential benefits of VWs in promoting language proficiency, cultural understanding, and communicative competence.

This book chapter explores the best practices for incorporating AR and VR technologies in the context of SLA. The authors discuss topics such as the design, implementation, and feedback mechanisms related to these technologies.

Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225–232. https://doi.org/10.1111/flan.12327.CrossRefGoogle Scholar
Jauregi Ondarra, K., Canto, S., & Melchor-Couto, S. (2022). Virtual worlds and second language acquisition. In Ziegler, N., & González-Lloret, M. (Eds.), Routledge handbook of second language acquisition and technology (pp. 311–326). Routledge. https://doi.org/10.4324/9781351117586.CrossRefGoogle Scholar
Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of augmented and virtual reality technologies for SLA: Design, implementation, and feedback. In Carrió-Pastor, M. L. (Ed.), Teaching language and teaching literature in virtual environments (pp. 55–72). Springer. https://doi.org/10.1007/978-981-13-1358-5_4.CrossRefGoogle Scholar

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