Extended Reality in Language Learning
Bibliographic Data
| ID | 23740360 |
|---|---|
| Authors | Robin Couture‐Matte (Université TÉLUQ, corresponding author) |
| Year | 2026 |
| Pages | 1-6 |
| Publication date | 2026-03-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal20866 |
| OpenAlex | W7140779656 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 15 |
Digital technologies and devices such as virtual reality headsets, smartphones, and laptops have opened up new possibilities for language researchers, teachers, and learners to shape what students see, hear, and do in the language classroom. In particular, augmented reality (AR), virtual reality (VR), and mixed reality (MR) have grown steadily in recent years and are now grouped under the umbrella term extended reality (XR). These technologies exist on a continuum from the physical to the fully virtual and aim to provide learners with immersive digital experiences that modify or entirely recreate their environments. When paired with meaningful tasks, XR technologies enable language learning that is both contextualized and embodied. Research has shown that XR technologies offer a range of benefits for language learners, including gains in all four language skills, enhanced critical thinking, and increased engagement. These benefits are often associated with key theoretical frameworks and affordances of XR, such as embodied cognition, intercultural exchange, and constructivist learning. This chapter provides an overview of current research and applications of XR in language education, along with pedagogical insights and directions for future inquiry.
Affordance · Augmented reality · Educational technology · Embodied cognition · Immersive technology · Language acquisition · Mixed reality · Virtual reality
| Citation velocity | historical |
|---|---|
| Highly cited | No |