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- Scholarly Journal
Systematic review of virtual reality's uses on vocabulary learning in higher education
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Abstract
Background
English second language (ESL) and English foreign language (EFL) vocabulary learning play a vital role in success in higher education. However, traditional vocabulary learning methods can be time-consuming, demotivating, and ineffective. Recent technological developments offer engaging and immersive methods for vocabulary learning, such as virtual reality (VR).
Objectives
This systematic review synthesizes research on VR in ESL/EFL vocabulary learning within higher education, focusing on demographic, software, and platform trends. It examines how VR has been adopted over the past decade and explores the benefits and challenges experienced by university students using VR for vocabulary learning.
Methods
A systematic search was conducted using Google Scholar, EBSCO, and Web of Science databases, focusing on quantitative and qualitative studies published from 2013 to 2023. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to ensure a rigorous review process.
Results
The review examined 23 studies involving 1,500 participants, with 78.3% being undergraduates, who used VR platforms such as Google Expeditions, EduVenture, and Unity through role-playing, interactive scenarios, and content creation. Despite challenges like technical issues and physical discomfort, the studies highlighted benefits including enhanced vocabulary retention, learner engagement, motivation, confidence, and support for autonomous, personalized learning.
Conclusions
This systematic review highlights the potential of VR in enhancing ESL/EFL vocabulary learning in higher education. Despite challenges like technical issues and costs, VR offers engaging and effective learning experiences. Future research should address these challenges and explore VR's long-term effects on language learning outcomes. Additionally, professional development (PD) should prioritize accessibility and inclusivity, ensuring VR tools are adaptable to diverse learner needs. By aligning PD with both computational thinking and English language acquisition goals, institutions can foster more effective and sustainable integration of VR in language education.
