A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education

Augmented reality (AR) and virtual reality (VR) have emerged as transformative technologies in English as a Foreign Language (EFL) education, offering immersive, adaptive environments that enhance learner engagement, retention, and motivation. This systematic review synthesized ۴۸ peer-reviewed studies published between ۲۰۱۹ and ۲۰۲۴ to examine AR/VR applications, implementation strategies, challenges, and learning outcomes within EFL contexts. The researchers established inclusion criteria—English language studies published from ۲۰۱۹ onward in Scopus-indexed language teaching and learning journals, fully accessible online, and thematically aligned with research objectives—and applied exclusion criteria to studies that were non-English, dated before ۲۰۱۹, restricted in access, or published in low-impact or non-verified outlets. Data from the selected articles were imported into MAXQDA ۲۴ for qualitative coding, yielding ۶۴ open codes that were consolidated into ۱۲ axial codes and further synthesized into six overarching themes: learner engagement, integration strategies, implementation practices, learner perceptions, adoption challenges, and language acquisition outcomes. Findings indicate AR/VR interventions significantly bolster engagement and linguistic competence when embedded within pedagogically sound frameworks, although technical constraints, cost considerations, and teacher readiness can hinder adoption. Educators should design scalable, user-friendly experiences and invest in targeted professional development to optimize outcomes. This review advances our understanding of AR/VR’s pedagogical potential in EFL settings by highlighting evidence-based practices and persistent challenges. It offers actionable recommendations for future research.

کلیدواژه ها:

Augmented Reality ، Immersive Learning ، Language Learning and Teaching ، systematic review ، technology integration ، virtual reality