A situated learning environment is crucial for language learners to develop speaking skills as learners can apply their speaking skills in context, helping them adapt language use to various situations and improve their language proficiency and communication effectiveness. Although various features of situated learning environments have been explored across different subject areas and in many platforms, there is limited research on their application to language learning within VR environments. This convergent mixed-method study adopts a situated learning framework and examines the impact of situated learning on learners’ English-speaking performance, specifically in areas of fluency, vocabulary, pronunciation, and grammar, and explores learners’ perception of the instruction based on the situated learning approach. Sixteen first-year English majors at a university in China participated in eight role-play speaking classes using the desktop-based VR application, Immerse. The study involved pre- and post-assessments of speaking performance and semi-structured interviews with six participants. Paired samples t-tests were used to assess the difference in the speaking performance and respective areas, and a thematic analysis was adopted to explore learners’ perceptions of the instruction based on the situated learning approach. Quantitative findings show a significant improvement in learners’ speaking performance (t(15) = 7.41, p < .001, Cohen’s d = 1.82), with notable progress in fluency, vocabulary, pronunciation, and grammar. Thematic analysis of the qualitative data indicated the authenticity of the context and activities, the collaborative nature of the tasks, the expert guidance, and the opportunities for reflection all contribute to a comprehensive learning experience that aligns well with the principles of situated learning.

This systematic literature review examines the integration of Artificial Intelligence (AI) and Extended Reality (XR) technologies in language education, synthesizing findings from 32 empirical studies published between 2017 and 2024. Guided by the PRISMA framework, we searched four databases—ERIC, Web of Science, Scopus, and IEEE Xplore—to identify studies that explicitly integrated both AI and XR to support language learning. The review explores publication trends, educational settings, target languages, language skills, learning outcomes, and theoretical frameworks, and analyzes how AI–XR technologies have been pedagogically integrated, and identifies affordances, challenges, design considerations, and future directions of AI–XR integration. Key integration strategies include coupling AI with XR technologies such as automatic speech recognition, natural language processing, computer vision, and conversational agents to support skills like speaking, vocabulary, writing, and intercultural competence. The reported affordances pertain to technical, pedagogical, and affective dimensions. However, challenges persist in terms of technical limitations, pedagogical constraints, scalability and generalizability, ethical and human-centered concerns, and infrastructure and cost barriers. Design recommendations and future directions emphasize the need for adaptive AI dialogue systems, broader pedagogical applications, longitudinal studies, learner-centered interaction, scalable and accessible design, and evaluation. This review offers a comprehensive synthesis to guide researchers, educators, and developers in designing effective AI–XR language learning experiences.

Virtual Reality (VR) has been utilized in foreign language education for over 50 years, and it has gone through four distinct stages in foreign language education: Two-dimensional (2D) text-based VR, three-dimensional (3D) desktop-based VR, 3D HMD-based VR, and AI-enhanced 3D HMD-based VR. Drawing on relevant studies and examples, this article reviews the major breakthroughs in VR technology, presents some widely used VR applications and their affordances for language education at each stage. From early text-based MUDs to AI-enhanced HMD-based VR, the development of VR technology highlights its increasing potential to create immersive, interactive, and personalized language learning experiences.

Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in socially engaging environments. Although learning management systems (LMSs) such as Brightspace have been predominantly used to conduct English language learning activities, including peer feedback, SMAs like Facebook offer unique affordances that may further promote student engagement and confidence. Developing public speaking skills is critical for effective communication in English language education; however, many students struggle with self-efficacy, speaking anxiety, and providing meaningful feedback to peers. Given the potential benefits of SMAs, this study explored their comparative impact on three dimensions of English language learning: English public speaking self-efficacy, peer feedback self-efficacy, and English speaking performance. This quasi-experimental study used a pretest–posttest design with undergraduate students (n = 15) at a large Midwestern university in the United States. Independent sample t-tests were conducted to compare outcomes between the Facebook and Brightspace groups. The results revealed that both SMAs and LMSs were equally effective platforms for peer feedback activities, with no significant differences found between groups across the three targeted areas of learning.

The utilization of Virtual Reality (VR) has proven effective in enhancing the speaking skills of English as a Foreign Language (EFL) learners by providing an authentic learning environment conducive to situated learning. This exploratory mixed-method study explored the impact of VR-enhanced instruction on EFL learners' speaking skills and their perception of the learning experience within the context of situated learning. 16 first-year undergraduate students majoring in English at a Chinese public university participated in role-playing speaking exercises through the desktop-based VR application, Immerse. The research employed various instruments, including a pretest and a posttest covering comprehension, pronunciation, fluency, grammar, and vocabulary. Additionally, participants filled out a presurvey detailing demographic information and a post-survey assessing their overall perception of the learning experience in VR. Semi-structured interviews were also conducted. Quantitative analysis of the test results revealed a significant improvement in learners' speaking performance (t (15) = 7.69, p < 0.01, Cohen's d = 1.79), with notable enhancements in vocabulary, fluency, and grammar. A thematic analysis of the interview and open-ended responses in the post-survey supported the quantitative findings, emphasizing that authentic contexts in the VR environment can help EFL learners enhance knowledge comprehension and retention, engagement and motivation, and knowledge transfer to real life, which can facilitate situated learning.