Immersive Virtual Reality in Foreign Language Learning: A Systematic Review of Impact, Challenges, and Research Trends

Aim/Purpose: The application of immersive virtual reality (iVR) to foreign language learning is increasing, but evidence remains dispersed across tasks, platforms, and outcomes, making it difficult for educators to determine which designs are effective. Background: This paper addresses this problem by systematically synthesizing scattered academic evidence on high-immersion HMD iVR and bridging the gap to practice through an evaluation of currently available commercial applications. Methodology: A systematic review was conducted following PRISMA guidelines. From an initial 2,149 records, 96 academic studies were included for analysis. Data extraction focused on educational settings, technical hardware, and learning outcomes. Concurrently, a scoping search identified six commercial iVR language-learning apps for descriptive analysis. Contribution: This review provides a comprehensive, trans-disciplinary synthesis of the state-of-the-art literature, offering an explicit mapping between academic evidence-based design principles and the pedagogical features of current commercial iVR tools. Findings: Quantitatively, 67.71% of the included studies reported positive learning effects, with the strongest evidence supporting contextual vocabulary acquisition and listening comprehension among beginner and intermediate learners. A formal meta-analysis was not feasible due to profound methodological heterogeneity and pervasive reporting gaps. Recommendations for Practitioners: Educators should avoid using iVR as a standalone novelty and instead ground it in established frameworks like Task-Based Language Teaching. Furthermore, highly accessible mobile-based VR setups (e.g., Google Cardboard) can be sufficient for achieving immersive pedagogical goals without the need for expensive PC-tethered systems. Recommendation for Researchers: There is a need for researchers to adopt standardized reporting frameworks that detail hardware specifications, interaction types, and pedagogical settings to address current transparency issues and enable future meta-analyses. Impact on Society: By demonstrating that affordable standalone and smartphone-based HMDs are nearly as prevalent and effective as high-end systems, this review highlights the potential for democratizing access to immersive, embodied language acquisition in low-resource educational settings. Future Research: Future studies must transition from short-term novelty trials to longitudinal designs measuring long-term language retention. Additionally, research should expand to include understudied populations, such as K-12 learners and advanced language speakers.