Much attention has been given to the use of extended reality (XR) technology in educational
institutions due to its flexibility, effectiveness, and attractiveness. However, there is a limited study of the application of XR technology for teaching and learning languages in schools. Thus, this paper presents a systematic review to identify the potential benefits and challenges of using XR technology for teaching new languages. This review provides a basis for adopting XR technology for teaching languages in schools. This research also provides recommendations to successfully implement the XR technology and ways to improve motivation, engagement, and enhanced accessibility of learning and teaching resources for both students and teachers. To fulfil the aims of this research, previous studies from 2011 to 2021 are collected from various academic databases. This study finds that there is still a
need to develop appropriate strategies for the development and implementation of XR technology for teaching new languages to school students.
1. Introduction
Learning a new language is often found to be complicated
[1]. Hossain
[2] and Kanwal and Khurshid
[3] point out that there are challenges with teaching a new language. They state that some students show a lack of motivation in learning a new language. Meanwhile, Mohd et al.
[1] observed that plenty of students found it difficult to grasp the language, while other students were not able to relate to the context and found the traditional learning process to be boring. A study on identifying the issues with teaching English language in Indian undergraduate colleges found that students are not usually motivated in the learning process
[4]. Kanwal and Khurshid
[3] believe that students are not motivated to learn a new language seriously, because they are not satisfied with the teaching programs. For example, Rababah
[5] highlights that teachers find students were not interested in learning the English language, because these students faced many issues including the lack of suitable teaching methodologies. Prior studies investigating the issues associated with teaching the Arabic language noted that students were unable to grasp the concepts well due to insufficient teaching resources
[6][7].
In recent years, mixed reality (MR) technology has gained popularity in the education sector. Canada and China are among the list of countries exploring the possibility of embedding MR technology into the learning and teaching processes
[1][8]. MR technology is a combination of both digital and physical worlds to present a new visual experience. It combines the aspects of augmented reality (AR) and virtual reality (VR), and allows users to interact with a virtual environment
[8].
Integrating technology in the education system has enhanced the accessibility of learning and teaching resources for improving language learning and teaching experience
[9]. Burden and Kearney
[10] believe that proper adoption of technology in learning and teaching will positively result in improving teaching quality, motivating teachers, and increasing their fluency and engagement in learning and teaching languages. Wibowo et al.
[11] explain that the use of technology in the educational system has grown remarkably because of its flexibility, availability, and effectiveness. The proper adoption of technological equipment in the learning and teaching process can positively result in the best improvements and development of the quality of teaching, motivation of the students, and solve some students’ learning problems
[1][10][11][12]. Wekke and Hammid
[12] highlight the effect of using MR technology for improving authenticity, personalization, and collaboration. Meanwhile, Lin and Lan
[13] believe that most students in higher education become more interested in using new MR technology for learning a language. In addition, Mohd et al.
[1] point out that the use of technology is very beneficial for improving the teaching quality, supporting students’ motivation and solving students’ challenges. Bonner and Reinders
[14] believe that teachers’ attitudes change, becoming a facilitator, counsellor, and resource person more than a decision-maker after the adoption of MR technology. The new role of teachers in the classroom is not only to transmit new information and knowledge, but also to teach learners the way to acquire the data and value electronically. On the contrary, if teachers have negative and pessimistic attitudes toward using technology in education, they will have negative cultural perspectives
[15]. It is noticed that many Arabic teachers still need to take more courses and workshops in learning new technological programs to achieve success
[16]. Consequently, Na
[17] clarifies that teachers who have deep consciousness and awareness of using technological devices will have successful and positive attitudes towards the adoption of technology in the educational system
[16][17][18].
Al-Busaidi et al.
[19] found that the abilities of some Omani schools’ students in learning Arabic exhibited notable improvements, particularly in analysis, comprehension and dialogue skills when learning or teaching is supported by software technology. Cheng et al.
[20] believe that most higher education students developed a greater interest in language learning with the support of MR technology. They believe that using MR technology is very beneficial for improving the teaching quality, supporting students’ motivation, improving students’ concentration, increasing students’ intention, and solving students’ challenges. Al-Busaidi et al.
[19] also argue that the use of immersive educational games with pictures and sounds in learning Arabic helps to increase students’ engagement, generate higher learning outcomes, and support effective learning. Ismail et al.
[21] found that Arabic teachers positively employ more modern technologies in classrooms if they have higher degrees of computer self-efficacy. Albirini
[16] point out that technical knowledge is an essential requirement for improving and developing teachers’ attitudes and awareness, and teachers’ knowledge of the cultural non-neutrality of information and technology may have a substantial influence on their attitudes and teaching approach. Cheng et al.
[20] state that the use of technology for achieving a high level of computer experience in the education system can improve the teacher’s teaching behaviors, attitudes, performance, confidence, and skills. The authors also state that virtual e-activities help to develop teachers’ level of knowledge, grammar competence, writing skills, discourse competence and confidence in teaching a second language. Al-Busaidi et al.
[19] notice that students who spend more time using e-learning are more likely to have higher satisfaction with the technology experience. However, if a student is dissatisfied with the technology, they are more inclined to enroll in another study program with a different institution.
With the COVID-19 pandemic, online teaching has become the norm across most schools and universities around the world. While it has created opportunities to continue providing education to students, teachers are required to undergo training programs to learn ways to deal with online educational programs and how to run new educational activities. A study conducted by Baran and Alzoubi
[22] on digital learning program for preservice teachers at Midwestern University shows that teachers need to effectively manage technology in classrooms, have efficient leadership around technology, and evaluate technology equipment suitable for learning and teaching activities. The above studies have also shown that XR technology can have a significant positive impact in learning and teaching languages. Thus, it is critical for teachers to focus on the effective use of XR technology to motivate students in their learning process.
2. Facilitating Language Learning
Eleven articles reported that MR technology has been a successful tool to facilitate the process of learning amongst educational institutions
[23][24][25][26][27][28][29]. Franciosi
[25] states that the use of computer game-based lessons positively impacts vocabulary acquisition, vocabulary learning, vocabulary retention and writing tasks. Petrove and Atanasova
[29] explored the effects of MR technology on students’ learning performance and revealed that MR technology has a notable positive effect on language learning and achievements due to the nature of its flexibility, efficiency, and accessibility. Meanwhile, Dolgunsoz et al.
[30] showed that most students found MR technology enjoyable and effective, because it could present a real appearance like learning in a class environment and created a feeling of engagement. Garcia and Silva
[26] believe that MR technology can facilitate collaborative learning and increase students’ fluency in a language, leading to a better understanding of the education materials. Furthermore, Lew et al.
[27] claim that the MR technology improves the quality of the learning experiences and supports students’ motivation and creative self-sufficiency.
3. Increasing Learners’ Fluency, Achievement and Engagement
Prior studies
[24][26][31] point out that MR technology can increase learners’ fluency and engagement in learning a new language. Lin and Wang
[28] assert that MR technology can enhance collaborative learning, increase learners’ fluency in learning a language, help understand education materials, improve the quality of the learning experiences, strengthen the learning system, and support students’ motivation and creative self-efficiency
[26][29]. Alfadil
[32] states the impacts of applying the VR game ‘House of Languages’ on language vocabulary acquisition revealing that students who used the game ‘House of Languages’ had better achievements in vocabulary acquisition than before. Dalim et al.
[33] applied AR educational games for learning a new language. Their study revealed that AR helps students to improve their knowledge, language fluency, and finish certain tasks faster and more easily. They found that AR empowers students to be self-directed, take ownership of language learning, and participate in learning activities
[34].
4. Motivating Students to Learn a New Language
Lin and Wang
[28] examined the positive impacts of a VR creative project on English language learners’ creative self-efficacy, inspiration, and motivation toward using VR technology in teaching university students. They found that VR technology can motivate students to participate in learning activities and it helped improve students’ writing performance
[35]. Studies point out that computer game-based lessons help with vocabulary acquisition, vocabulary learning and memory, vocabulary retention, writing tasks, and had a motivational effect on students’ attitudes
[25]. Virtual multimodal teaching and learning environments can invoke less proficient students’ attention and motivation, and enhance collaboration and language performance
[36]. Studies into the use of AR mobile language learning tools suggest that an AR-based learning tool ‘Explorez’ can help bridge the gap between gaming and education, making language learning more motivating and exciting
[37].
5. Difficulty with Using XR Devices and Applications
In the beginning, there was insufficient knowledge about using VR, which led to problems in using the technology and achieving the expected outcomes
[28]. A study by Dalim et al.
[33] on children’s experience in terms of knowledge gain and enjoyment when learning through AR technology revealed that students had difficulties using a computer mouse and speech recognition. This can be attributed to a lack of sufficient knowledge about using VR technology. Technical limitations such as physical discomfort caused by wearing VR goggles and low video resolution can limit its use. Besides the technical limitations, social anxiety can limit the use of new technologies. For example, shyness and fear of criticism may prevent learners from using VR devices
[26]. Sometimes, too much learning anxiety and difficulty with using AR educational games can lead to worse performance and may adversely affect the students’ motivation and intention to use it
[38].
6. Use of XR Technology in Learning and Teaching Processes
Over the years, new technologies have been adopted by the education sector for learning and teaching. Although AR technology has been adopted in many educational applications, most applications are still limited to learning a few subjects and limited curricula
[39]. Alfadil
[32] highlights that there is limited research on teaching language vocabulary through XR technology. This presents an opportunity to conduct further research on the use of new technologies for learning a new language. Moreover, it is important to create awareness among students and teachers that the use of new technologies such as MR technology is an efficient vocabulary acquisition procedure in the learning and teaching process to be engaged in all school stages. It will not only develop vocabulary acquisition, but also support the degree of awareness and achievement
[32]. Bonner and Reinders
[14] explain that there are limited MR training courses. Hence, providing both teachers and students with an introductory training program on using new technologies such as AR and VR will help students to exploit the full benefits of these technologies
[40].
Table 1 provides details of the selected articles including authors names, the focus of the study, study participants, challenges, influencing factors, methods, drivers, challenges, delivery mechanism, and impacts.
Table 1. Study characteristics and summary of the factors associated with XR technology.