Multimodal Language Teaching and Language Skills Development with AI and VR Integration: A Systematic Literature Review

Language teaching and learning has evolved across time, and this evolution integrated technology-based adjustments and modifications with emergent technologies like artificial intelligence (AI) where computer systems are capable of performing multiple and complex tasks that simulates human learning and cognition and virtual reality (VR) where users can simulate various 3D environments, manipulate objects, and interact with surroundings imitating the real world through the approaches, roles, resources language teachers used. Thus, this paper explored the integration of multimodal language teaching with AI and VR to enhance language skills development through a systematic literature review. Through careful review, recent literature noted positive consensus of various educators of English language teaching and learning towards the use of AI and VR in multimodal language teaching. The review revealed that the receptive language skills (i.e. language skills used to receive, process, digest, and understand information) of listening, reading, and viewing are enhanced in instances where AI and VR is used in the context of multimodal language teaching. Moreover, the same is true for the productive language skills (i.e. language skills that involve the use of the language to express oneself meaningfully) of speaking, writing, and representing can be developed through AI-based and/or VR-based multimodal language teaching in the overall goal and context of ELT and ELL. However, some of the studies reviewed also presented barriers and negative feedback on the integration of AI and VR within ELT and ELL. By identifying gaps in current research and providing recommendations for future studies, this paper contributes to the understanding of how multimodal language teaching, enhanced by AI and VR, that will allow educators, researchers, curriculum developers, teaching-learning material designers and developers, and administrative language policymakers to integrate innovative technologies and enhance transformative language learning delivery to every language learner.