Eficacia de las tecnologías de realidad virtual en el aprendizaje de inglés como lengua extranjera en estudiantes universitarios: una revisión sistemática

Erika Cecilia Borja Salazar; Alison Paulina Mena Barthelotty; Edison Marcelo Pacheco Pruna; Yajaira Marianela Herrera Guanoquiza

doi:10.70577/asce.v4i4.550

Autores/as

Erika Cecilia Borja Salazar Universidad Técnica de Cotopaxi https://orcid.org/0009-0005-5584-6796
Alison Paulina Mena Barthelotty Universidad Técnica de Cotopaxi https://orcid.org/0000-0001-5956-1580
Edison Marcelo Pacheco Pruna Universidad Técnica de Cotopaxi https://orcid.org/0009-0009-5961-5687
Yajaira Marianela Herrera Guanoquiza Instituto Cotopaxi https://orcid.org/0009-0007-4751-5377

DOI:

https://doi.org/10.70577/asce.v4i4.550

Palabras clave:

Virtual Reality, Language Teaching, Higher Education, English as a Foreign Language, Educational Technology, Immersive Learning.

Resumen

In the context of higher education, the demand for innovative methods for teaching English as a Foreign Language (EFL) drove the exploration of immersive technologies. In this regard, this study was proposed with the general objective of analyzing the effectiveness of virtual reality (VR) technologies in the learning of English in university students. To this end, it was proposed to characterize the available empirical evidence, identify the types of VR used and examine their effects on specific language skills. The research consisted of a qualitative systematic review of the literature based on the PRISMA protocol, which allowed the selection and analysis of 14 scientific studies published between 2020 and 2025. The results showed a diversity of technologies, from immersive 3D environments and VR glasses to augmented reality and gamified applications. The evidence indicated a positive and significant impact of VR, especially on vocabulary acquisition and the development of speaking, fluency and pronunciation, in addition to benefits in motivation and the reduction of language anxiety. It was concluded that VR constitutes an effective pedagogical tool to create immersive and contextualized learning environments, although its optimal implementation requires careful didactic integration and overcoming technological accessibility barriers.

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Citas

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