Applying Extended Reality Technology in Teaching New Languages: A Study from Academics’ Perspective in Australian Universities

This paper examines the critical factors associated with the intention to adopt XR technology for teaching new languages in Australian universities. A quantitative approach based on an online survey questionnaire through 'Qualtrics' was used for data collection with academic staff. The findings of this study highlight the positive effect of these factors associated with adopting XR technology in teaching new languages in Australian universities. Academics express overwhelmingly positive perceptions of XR technology adoption, noting feelings of amusement, interest and enjoyment while engaging in language teaching. This can enhance their performance, effectiveness, usefulness and overall teaching strategies. These findings provide significant insights into how Australian universities and academics perceive self-efficacy in XR technology adoption. They focus on enhancing, improving and promoting efficient adoption methods for these immersive technologies, making them easier to use and fostering positive attitudes towards them. From a theoretical perspective, this study focuses on the critical factors influencing academics’ perspective on applying the XR technology. From a practical viewpoint, this study provides insights to researchers, academics, and stakeholders on the development of appropriate strategies for integrating XR technology into effective education.