ENHANCING ENGLISH LANGUAGE LEARNING THROUGH VIRTUAL REALITY: A CONCEPTUAL FRAMEWORK ON THE MEDIATING ROLE OF IMMERSIVE ENGAGEMENT ON LEARNER OUTCOMES

Abstract

This paper conceptualizes how immersive engagement may serve as a mediating factor between VR use and learner outcomes to build on research that evaluates the role of VR in facilitating English language learning. Theoretical perspectives were integrated, using a narrative synthesis and a conceptual analysis approach, focusing mainly on Experiential Learning Theory and Multimedia Learning Theory. Data was collected and reviewed from literature using Scopus database to identify key themes, gaps and propositions for a conceptual framework. A conceptual framework was suggested that positions immersive engagement—entailing behavioral, affective, and cognitive aspects—as the core mechanism through which VR experiences lead to enhanced language learning outcomes. Some highlights include VRs capacity to decrease anxiety, increase learner motivation, as well as support vocabulary acquisition and communication skills in contextualized, immersive environments. This framework provides theoretical guidance for researchers as well practical guidance for educators, developers, and policymakers. Its focus is thus on intentional design features of VR — interactivity, realism, and usability — as well as on the need to improve accessibility and infrastructure in order to maximize pedagogical impact. This study aims to fill that theoretical gap and provides a framework for a conceptual model that can direct future empirical research and guide the practical integration of VR technology in English language instruction.