Virtual Reality in Second Language Education: A Systematic Review of Pedagogical Affordances, Methodologies, and Technological Trends (2020–2024)

This systematic literature review critically analyzes 55 empirical studies published between 2020 and 2024 on the use of virtual reality (VR) in second language education. Guided by the PRISMA and SMART frameworks and the MMAT, the review explores research trends, instructional practices, technological platforms, learner outcomes, and methodologies. The findings indicate a shift from non-immersive desktop tools to immersive VR environments that promote interactivity, contextualized language use, and autonomy. Positive effects are consistently reported, especially in vocabulary acquisition, speaking fluency, pronunciation, and motivation, particularly when VR enables authentic communication scenarios. Affective benefits, such as increased engagement, reduced language anxiety, and improved self-efficacy, are also prevalent. However, the research remains fragmented, with a focus on English in tertiary settings and limited attention to younger learners or less commonly taught languages. Most studies adopt quantitative or mixed-methods designs, using pre/post-tests, system logs, and learner reflections. Technologically, Unity and Unreal Engine are the primary platforms, with applications compatible with Android/iOS and VR headsets like Google Cardboard and Oculus Quest. Persistent challenges include high implementation costs, digital inequity, and limited pedagogical integration. The review underscores VR’s transformative potential and calls for more inclusive, longitudinal, and theory-driven research to ensure pedagogical scalability and equity.