Virtual and Augmented Reality in English Language Teaching: Prospects and Limitations

Abstract

Virtual Reality (VR) and Augmented Reality (AR) have emerged as transformative technologies in English Language Teaching (ELT), offering immersive, interactive, and contextualized learning experiences. This article synthesizes recent empirical evidence (primarily 2020–2025) on their applications in EFL/ESL contexts, focusing on vocabulary acquisition, speaking skills, motivation, engagement, and overall language proficiency. Prospects include enhanced immersion, contextual learning, increased retention, and motivation through gamification and real-world simulation. Meta-analyses and systematic reviews indicate moderate to positive effects on learning outcomes. However, significant limitations persist: high costs, technical infrastructure requirements, cybersickness, teacher training gaps, accessibility issues, and pedagogical integration challenges. The discussion highlights the need for hybrid approaches combining XR with traditional methods. Future directions emphasize affordable mobile-based solutions, teacher professional development, and ethical considerations for equitable implementation in diverse educational settings.