It is normal that the development of information technology delivers benefits to education and learning activities. The development and creation of context and interaction are the key elements of the development of technology-supported language learning. With the continuous update of various technologies, mobile learning and VR technologies stand out from many information technologies and have become important technical and research tools for language learning [9,10]. However, some researchers have suggested that the convenience of digital devices not only helps learners to achieve the goal of “studying in any place and at any time,” but also leads to the risk that learners may become addicted to social media and digital devices [11]. In addition, relevant research has shown that language learners can have higher learning motivation in a familiar and real environment [12]. As a result, VR technology provides an effective way for language learners to experience richer and more realistic language scenes, especially for spoken language learners from non-English-speaking countries. Language learners need to conduct training in and application of the target language environment, and use their experience to master spoken English language skills. The interactivity and immersion provided by VR technology to virtual situations can meet the environmental and situational needs of language learning [13,14]. With the support of high-performance computers, it can generate a simulated three-dimensional environment and bring learners multi-channel sensory stimuli, such as the visual sense, auditory sense and the sense of touch, and realize natural interaction modes, such as voice interaction, tactile interaction, gesture interaction and multi-channel interaction. It can realize interaction, cooperation, creation and immersion, and enhance learners’ perceptions of the environment [15]. Therefore, it has great potential and value in the field of education, which is conducive to creating a more ideal learning environment for language learning. According to the level of immersion, virtual reality can be divided into three types. Among them, desktop VR technology is the most widely used in language learning research, which is called non-immersive VR. Many studies have proved the effectiveness of desktop VR in language learning, showing that it can improve learning motivation and achievement [16], develop cognitive abilities [17] and facilitate completion of complicated foreign language learning goals in collaboration [18]. In contrast, researchers have rarely used immersive VR. Regarding CAVE-style VR, one example is the study of Urun, Aksoy and Comez (2017) [19], which used a large interactive display screen and a Kinect device to build a CAVE-like VR environment, and achieved the goal of learning words through game-based learning. Regarding headset VR, a typical case is a study which confirmed that the Oculus Rift can provide the most ideal interaction experience, generate a sense of real existence and contribute more to the development of language learning in comparison with a desktop VR system [20].

Although the promoting effect of VR technology on language learning has been confirmed by relevant studies, researchers believe that in language learning, immersive VR has more advantages than desktop VR, which can provide more channels of sensory stimulation and create a more realistic and ideal learning environment [21]. In addition, headset VR can also provide multi-channel interaction, which can make the presentation of non-verbal information more expressive [22]. However, the application of immersive VR technology in language learning has just been launched and there is still a great deal of room for further research. The language learning activities of the current research were carried out with the support of headset VR technology. On the one hand, it pays attention to the importance of scene construction; on the other, it also explores the learning effect of learners’ language skill training.