Can Virtual Reality Leverage Technology-Mediated Task-Based Language Teaching?: A Research Synthesis

Abstract The last two decades have witnessed a growing interest in developing and incorporating tasks in technology-mediated settings. Correspondingly, technology-mediated task-based language teaching (technology-mediated TBLT) has established itself as a distinct domain of TBLT research, exploring the benefits of technology in promoting task performance and outcomes of task-based learning. This research synthesis intends to contribute to this growing trend by focusing on one type of technology – immersive virtual reality (VR). We conducted a systematic search and reviewed 33 primary studies (2014–2024) that adopted VR technology to create tasks, and then we assessed learning outcomes of these tasks. In addition to reviewing study features for a general trend (e.g., target population, language, and knowledge/skill area), we evaluated the VR-based instructional tasks for common characteristics of pedagogical tasks established in the TBLT literature. Results showed that the majority of VR tasks are meaning-focused and authentic, but they are not sufficiently designed to produce non-linguistic outcomes (outcomes beyond the mere display of linguistic knowledge and skills).