International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 2
Available Online: 20 February 2025
Author/s:
Ngo, Nguyen Thien Duyen
Ho Chi Minh City University of Economics and Finance, Vietnam (duyennnt@uef.edu.vn)
To, Thi Kieu Oanh*
Ho Chi Minh City University of Economics and Finance, Vietnam (oanhttk@uef.edu.vn)
Abstract:
As global challenges call for responsible citizenship and sustainable practices, education must evolve to foster these values. This study examines the role of immersive technologies—particularly virtual reality (VR) and augmented reality (AR)—in English Language Teaching (ELT) to support sustainable language learning. Immersive technologies offer unique opportunities for learners to engage in context-rich, interactive experiences that build cultural awareness, empathy, and long-term engagement with language learning. By analyzing current VR and AR applications in ELT, this review assesses the extent to which these tools incorporate sustainability themes and contribute to the sustainability development. The study synthesizes literature on immersive technology’ s educational benefits, practical applications, and alignment with the Sustainable Development Goals (SDGs). Findings suggest that immersive experiences enhance language acquisition and cultural competency while also motivating learners to engage deeply with sustainability topics. This study highlights the potential of immersive technologies to create more impactful ELT environments and concludes with recommendations for educators and developers aiming to integrate these tools effectively into ELT curricula.
Keywords: immersive technologies, sustainable language learning, English Language Teaching (ELT), Virtual Reality (VR), Augmented Reality (AR)
DOI: https://doi.org/10.5861/ijrse.2025.25813
Cite this article:
Ngo, N. T. D. & To, T. K. O. (2025). Immersive technologies in ELT: Fostering sustainable language learning. International Journal of Research Studies in Education, 14(2), 123-132. https://doi.org/10.5861/ijrse.2025.25813
* Corresponding Author