Enhancing English as foreign language education with virtual reality and augmented reality in K–12 classrooms: A systematic review from 2019 to 2023

Abstract

Educational applications of virtual reality (VR) and augmented reality (AR) for English language learning have become increasingly prevalent in K–12 classroom contexts. These tools have enormous potential to provide unique learning experiences and increase students’ engagement; however, the benefits depend on appropriate implementation and use. Given the developmental breadth among K–12 students as a group, learners’ perceptions while using AR/VR tools are likely to be highly relevant to learning outcomes. This paper presents a systematic review of recent research addressing VR and AR tools within K–12 education contexts for students learning English as a foreign language (EFL). The review was guided by the following research questions: (a) What are the most effective and commonly used VR/AR tools in K–12 EFL education? (b) What are students’ perceptions of learning EFL with VR/AR tools? Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol, we identified 30 peer-reviewed papers published within the past five years that met our inclusion criteria. The findings revealed the specific types of AR and VR tools being used in the K–12 classrooms to assist students with language learning and their respective efficacies. Studies revealed learners’ positive experiences and emotions related to various tools as well as potential limitations and detrimental impacts. On the basis of the findings, we present preliminary suggestions for using AR/VR for EFL among young learners, as well as suggestions for future research.