AI-Assisted Virtual Environments for Inclusive EFL Teaching. From Empirical Research to a Pedagogical Framework

This paper investigates the potential of AI-assisted Virtual Learning Environments (VLEs) to enhance the inclusivity and effectiveness of English as a Foreign Language (EFL) instruction for dyslexic university students. Building on international frameworks for inclusive language education and recent advancements in Technology-Enhanced Learning, the paper examines how VLEs can address the cognitive, linguistic, and affective challenges experienced by learners with dyslexia in higher education. The research integrates a large-scale needs analysis with an experimental VLE-based EFL course conducted at the University of Genoa, adopting a mixed-methods design to measure receptive and productive vocabulary acquisition, motivation, and learners’ perceptions of accessibility. Results indicate that students engaging with immersive 360° VLE scenarios outperformed peers in traditional settings, showing stronger vocabulary development, higher task completion, and greater satisfaction. Although the study did not isolate AI features as independent variables, qualitative and descriptive data suggest that tools such as text-to-speech, automated translation, and adaptive formatting might have contributed to enhanced readability and reduced cognitive load. The paper concludes by proposing an AI-assisted VLE pedagogical framework, highlighting the potential of intelligent, responsive virtual environments to promote equitable, learner-centred language education in higher education contexts.