Virtual reality in English language education: A systematic review of opportunities and challenges in higher education
I. Wayan Eka Dian Rahmanu, Gyöngyvér Molnár · Acta Psychologica · 2026
This review systematically examines the benefits and challenges of integrating Virtual Reality (VR) into English language instruction in higher education. Analysing 27 studies published between 2014 and 2024, the findings reveal that VR has been predominantly utilised as an instructional tool across diverse domains, including General English, English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP). The technology has been shown to enhance core language competencies such as speaking, writing, and vocabulary acquisition, with applications spanning vocational training, university programs, and specialised courses. Fully immersive VR, low-cost immersive VR and low-immersive VR were designed by the prior study in exploring learners' English language skills. However, challenges such as dizziness, fatigue, motion sickness, neck pain, and cognitive overload were identified as potential barriers to effective learning. The review further highlights underexplored opportunities for future research, including the integration of cognitive and metacognitive assessments, gamified learning environments, and evaluations of VR's impact on learner motivation. These insights aim to guide educators and researchers in refining VR-based language education strategies while addressing current limitations. • VR predominantly employed as an instructional tool across General English, EFL, ESL, ESP, EOP, and EAP. • Demonstrated benefits include improved speaking, writing, and vocabulary acquisition across diverse educational contexts. • Different VR setups (fully immersive, low-cost immersive, and low-immersive) have been applied to language learning. • Reported challenges include dizziness, fatigue, motion sickness, neck pain, and cognitive overload. • Future opportunities involve cognitive and metacognitive, gamified VR environments, and motivation-focused research.