Background: The application of Virtual Reality (VR) in the educational field, although consolidated in some sectors and consistent with constructivist and experiential models, remains marginal in the academic context and, in particular, in the integration into Foreign Language Teaching (FLT). Objectives: The study proposes a critical reflection on the use of VR in teaching French, hypothesizing that immersive environments can favour the pragmatic use of the language and the development of communicative skills. The experimental objective is an ex ante evaluation of the VR platform ImmerseMe, in relation to the FAIR principles, and to the indicators for learning a foreign language according to the Common European Framework of Reference for Languages (CEFR) (levels A1-A2). Materials and Methods: A beginner-level training unit, randomly selected from the ImmerseMe demo version, was analysed. Complex devices (HMD) were excluded, favoring accessible Non Immersive VR solutions. After a brief comparison with other platforms, ImmerseMe was evaluated according three directions: a technological and architectural analysis, a technical and pedagogical insight about its usage modes (Pronunciation, Typing, Spelling, Translation, Conversation AI), and its pedagogical coherence with the CEFR. A final overview about affective and cognitive reflects was also carried on. Results: Significant potential in the development of pragmatic, sociolinguistic, lexical, and phonological skills emerges from the analysis, as well as beneficial effects at an emotional and cognitive level, and greater autonomy in the learning process. However, the emergence of critical issues related to accessibility, the rigidity of the ASR, the lack of personalized feedback, and the rigidity of the Conversation AI mode, which, although promising, needs development to guarantee authenticity and measurability, are noted. Conclusion: ImmerseMe represents an evolutionary model for FLT, but its scientific validation depends on the ability to overcome technical and methodological limitations. The integration of VR requires conscious didactic design, scaffolding strategies, and qualitative and quantitative evaluation tools.
Labadessa et al. (Tue,) studied this question.