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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 228–252

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Chapter 10
Augmented and virtual reality for L2 learning

 | Portland State University
 | Portland State University
 | Portland State University | University of Groningen
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.10syd
Abstract
Augmented reality (AR) and virtual reality (VR) have the potential to significantly impact the L2 classroom. Both AR and VR can be used to create immersive language learning environments, allowing learners to interact with the target language and culture in more authentic and engaging ways. These tools can simulate real-world scenarios, allowing learners to practice their language skills in a more realistic context. Much of the early research has explored student perceptions of these tools, with current research beginning to investigate their unique affordances. AR tools have been shown to extend the classroom by creating engaging language learning content contextualized in real-world settings. VR apps afford opportunities for contextualized and embodied vocabulary and culture learning and might help reduce foreign language anxiety.
Article outline
  • Introduction
  • Theories and research
    • Theoretical perspectives
    • ISLA-focused research
      • Augmented reality
      • Virtual reality
      • Exemplary AR/VR and instructed SLA studies
      • Generalizability and representativeness
  • Pedagogical applications and considerations
    • Goals and objectives
    • Practicality
    • Safety and cybersickness
    • Curricular integration and assessment
    • Task design
    • Preparedness
    • Cognitive load
    • Evaluation
    • Pedagogical scenario for reflection
  • Extension resources
    • Reflection and discussion questions
    • Topics for (action) research
  • Generative AI use acknowledgement
  • Notes
  • References
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Cited by (2)

Cited by two other publications

Godwin-Jones, Robert
2025. Afterword: Towards sustainable technology use in instructed second language acquisition. In Technology and Instructed Second Language Acquisition [Language Learning & Language Teaching, 63], ► pp. 335 ff. DOI logo
Hwang, Hyun-Bin & Matthew D. Coss
2025. Is technology research ready to inform L2 pedagogy?. In Technology and Instructed Second Language Acquisition [Language Learning & Language Teaching, 63], ► pp. 16 ff. DOI logo

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