Virtual Reality Meets ESL Teaching
With one foot in the world of design and the other in language education, I am driven by a simple question: How does my multimedia design background influence my approach to integrating virtual reality (VR) into ESL teaching and learning?
Informed by academic conversations in technology and language learning (Kern, 2011; Thorne et al., 2012; Deutschmann et al., 2009), I examine this question through three interrelated identities: designer, educator, and technology user.
My experience has led me to recognize that the effectiveness of VR in language education does not depend on how advanced the technology is or how teachers have to become technology experts. Instead, its impact lies in thoughtful, human-centered design that bridges aesthetic, pedagogical, and experiential considerations. When these identities converge, they offer more comprehensive understanding of how immersive technologies can support learner autonomy, reduce anxiety, and create meaningful language learning experiences.