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.
Categories Reflect Factors Affecting the XR Technology Adoption | |||||||||
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Authors | Focus of Study | Approach | Participants | Delivery Mechanism | Reported Drivers and Enablers | Reported Challenges or Barriers | Impacts | ||
1 | Garcia and Silva [26] | Garcia and Silva [27] | Analyzing the virtual world of Second Life for the development of English language | Mixed method | 72 third year university students | Virtual environment of second life and Avatar | Virtual environment can increase learners’ fluency and engagement in English | Shyness and fear of negative criticism | Enhanced collaborative learning, increasing learners’ fluency in English and improved the quality of the learning experience |
2 | Bonner and Reinders [14] | Providing teachers with an introduction of using AR and VR technologies in teaching foreign language | Review | Teachers | AR and VR technologies | AR and VR devices are becoming cheaper and more flexible and available | Expensive price of structures, privacy concerns and practical issues of classroom implementation. | AR and VR technology can encourage and motivate students to participate actively in language learning environment | |
3 | Sanchez-Gomez et al. [40] | Sanchez-Gomez et al. [41] | Exploring pre-service teachers’ perspectives towards using wiki software to improve writing skills in English language classrooms | Mixed method | A total of 451 pre-service teachers | Wiki software and virtual environment | The effectiveness of wiki program in developing pre-service teachers’ writing skills | Teaching flexibility | Effectiveness of the technology for improving the confidence and quality of pre-service teacher’s English language |
4 | Can et al. [11] | Applying learning applications on the 3D Second Life Platform for language teaching | Mixed method | 36 foreign language students | Three-dimensional virtual learning environment and the Second Life Platform | Most students were very highly engaged in using the technology | Some students encountered technical problems and culture issues | Students have shown high participation in the use of the technology | |
5 | Li et al. [39] | Li et al. [40] | Utilizing AR technology to integrate virtual 3D objects into the real learning environment for language learning | Qualitative method | English language students | AR technology | After implementing AR technology, the classroom becomes more joyful and pleasant | Most AR applications are limited to the particular learning subjects and curricula | Students are enthusiastic about the technology |
6 | Dolgunsoz et al. [30] | Dolgunsoz et al. [31] | Examining the effect of VR experience on developing English language writing skills | Mixed method | 24 EFL students | VR technology | Most EFL students thought that VR technologies were promising, motivating and enjoyable | Issues relating to technical limitations such as physical discomfort and low video quality | Students had positive improvements towards using VR technology in learning English language |
7 | Lew et al. [27] | Lew et al. [28] | Applying MR technology classroom simulations to ESOL teacher preparation | Qualitative method | English language pre-service teachers | MR technology in learning language | Creation of a safe environment and teaching flexibility | Further development and improvement in interactional scaffolding for English language progress | The technology is flexible and creates a safe environment |
8 | Aljowaysir et al. [31] | Aljowaysir et al. [32] | Applying MR technology and artificial intelligence technologies for learning and teaching | Qualitative method | Non-native English students | Applying MR technology and artificial intelligence technologies in education | Unique combination of physical and virtual worlds | Working with hearing disabilities and students with language-based learning disabilities makes teaching more challenging | Students become more engaged in learning language when using new technologies and strategies |
9 | Petrov and Atanasov [16] | Exploring the effects of an AR technology on learners’ learning performance | Quantitative method | 80 secondary school students | AR adoption facilities for a STEM Enrichment Program | Supporting learning by using a combination between the AR and physical facilities for a STEM Enrichment Program. These technologies allow for collaboration and possibility to run many different applications | Experts are still trying to study the effects of AR on student’s learning | The effect of biology learning environment mediated by AR technology, adopted to support and strengthen the learning system and understanding of the education material | |
10 | Lin and Wang [28] | Lin and Wang [29] | Examining the impacts of a VR technology on English language learners’ creative self-efficacy, inspiration and motivation | Mixed method | 39 university students | Virtual technology | Motivating students to learn English language by using the VR technology | In the beginning, there were insufficient knowledge about using VR led to problems in using the technology and achieving the expected results | The technology can be efficiently integrated into an English language classroom to support student’s motivation and creative self-efficiency |
11 | Danaei et al. [41] | Danaei et al. [42] | Investigating the influence of apply AR storybook on reading comprehension of students | Qualitative method | 34 school students | Applying augmented storybook | Motivating and encouraging students to have better retelling story and comprehension | Limited number of respondents | AR technology motivates students and makes them better in retelling stories and answering comprehension questions |
12 | Hsu [38] | Hsu [39] | Application of AR educational games for learning English language | Quantitative method | A total of 38 students | AR educational game system | The students had excellent learning effectiveness and achievement | Too much learning anxiety can lead to worse performance and may adversely affect student motivation and intention | Students using the self-directed or task-based AR educational game system had high learning effectiveness more than those using the self-directed system |
13 | Dalim et al. [33] | Dalim et al. [34] | Investigating students’ experience in terms of knowledge gain and enjoyment in using AR technology | Quantitative method | 120 school children | Using AR, VR technologies and speech recognition technologies | More enjoyable and easier | Young students had difficulty with using a computer mouse and speech recognition | Increase in knowledge gain and enjoyment and finishing the certain task faster and easier |
14 | Huang et al. [35] | Huang et al. [36] | Using VR technology to develop students’ communication skills | Mixed method | 45 school students | VR technology | VR technology can motivate students in the classroom and improve students’ writing performance | Technology complexity and challenges | Improvement on students’ progress and performance |
15 | Alfadil [32] | Alfadil [33] | Understanding the impacts of VR on learning English language vocabulary | Mixed method | Intermediate school students | VR technology | VR technology empowering and inspiring students | The limitation of this work is its gender-limited nature | Students had better achievement in vocabulary acquisition than ever before |
16 | Franciosi [25] | Franciosi [26] | Exploring English language classes at a Japanese university using computer game-based lessons | Quantitative method | First and second year students enrolled in four English language courses at a university level in Japan | Virtual computer game-based learning | Positive impacts on vocabulary acquisition, vocabulary learning and memory, vocabulary retention, writing tasks and motivational effect on students | The technology does not necessarily work well with other demographics. | Positive motivational effect on students and their vocabulary acquisition |
17 | Ho et al. [42] | Ho et al. [43] | Developing a learning instruction system with Augment Reality features to improve the performance of English language learning | Quantitative method | 90 college students | Augmented reality and virtual environment | Employing AR technology positively improve students’ learning performance | English language learners mostly confront problems when they have to speak English in real life settings | Learning strategies and users’ cognitive techniques impact language learning performance |
18 | Lee and Kim [36] | Lee and Kim [37] | Showing the positive learning impact of formulating English language sentences and writing activities via Social Network Service in virtual space. | Mixed method | 62 University students | Virtual multimodal teaching and learning environment | Invoking less proficient students’ attention and motivation also enhancing their collaboration and language performance | It is important to explore more effective methods of applying cutting-edge-technology for timid learners with less voluntary involvement | Virtual multimodal teaching and learning environment can invoke less proficient students’ attention and motivation also enhancing their collaboration and language performance |
19 | Ou Yang et al. [34] | Ou Yang et al. [35] | Use of a 3D learning system to provide students with an authentic setting to facilitate communicative ability development | Mixed method | 72 students in a high school | VR technology | Increasing language learning, attention and engagement | High cost of the equipment | Students were empowered with the ability to self-direct learning, thus contributing to increased ownership of language learning, attention and engagement in lower level of anxiety |
20 | Yeh et al. [23] | Yeh et al. [24] | Use of a 3D VR system to create a story | Qualitative method | 65 students | A 3D virtual environment | Allow students to actively interact with learning contexts, decreasing the anxiety level of learning, and giving a relatively authentic learning experience | Age of the participants | Teachers can establish a learning system without much intervention during their collaboration |
21 | Perry [37] | Perry [38] | Assessing the use of a mobile language learning tool | Mixed method | First-year University French students | MR technology and quest-based learning | Development and improvement of students’ language skills | Technical difficulties. | Increased student motivation and excitement to learn |