Extended reality in language learning and interpreting: From solutionism to a social constructivist bricolage.

ANESA, Patrizia

The immersive and interactive technology of extended reality (XR) blurs the lines between the physical and virtual worlds, offering new ways to experience and interact with content. This technology supports a diverse range of applications, from enhancing language acquisition and cultural awareness to improving interpreting skills through realistic simulations. XR is increasingly integrated into language learning, intercultural communication, and interpreter training with the aim of moving beyond mere novelty and unlocking substantial educational potential; the adoption of XR in education emphasizes a transformative learning approach, leveraging the ability of technology to provide immersive multimodal experiences that can lead to better engagement, motivation, and understanding. Despite the optimism surrounding the application of XR to educational settings, challenges related to accessibility, the digital divide, and the potential physical side effects of long-term use remain. The effectiveness of XR in achieving long-term learning gains requires further research. This paper advocates for a balanced understanding of the capabilities of XR, adopting a social constructivist perspective and urging educators to critically assess its impact and potential to enrich the learning experience beyond the initial allure of technological innovation.

SOCIAL constructivism; TECHNOLOGICAL innovations; CULTURAL awareness; VIRTUAL reality; AUGMENTED reality; TRANSFORMATIVE learning

International Journal of Language Studies, 2025, Vol 19, Issue 1, p1

2157-4898

Academic Journal

10.5281/zenodo.14524787