Virtual Reality in Language Learning and Teaching: An Explorative Study of Four VR Applications from a Student Perspective

Abstract Immersive technologies, particularly virtual reality (VR), have become valuable tools in foreign language (FL) learning and teaching. This explorative pilot study was conducted in an interdisciplinary, multilingual higher education context to introduce prospective foreign language teachers to VR-based language learning applications. Prospective teachers were trained in developing, implementing, and assessing VR-based teaching ideas for FL classrooms. Using a structured rubric, they evaluated four distinct VR applications. The findings of this explorative study reveal that participants favored applications with explicit language-learning mechanics (e.g., Mondly VR, Noun Town) for direct pedagogical use, while valuing immersive, exploration-based applications (e.g., BRINK Traveler, National Geographic VR) for their potential to foster intercultural competence. While recognizing the potential of VR to revolutionize language education, the participants emphasized that successful implementation would require a multifaceted approach addressing content development, infrastructure, teacher training, and accessibility concerns.