# Application of the Extended Reality Technology for Teaching New Languages: A Systematic Review
## 4 Discussion
Hence, new techniques should be implemented to support both learners and teachers in challenging environments. VR technology empowered students with self-directed learning and contributed to students taking ownership of language learning. Most importantly, it enhanced student engagement and lowered anxiety levels when learning a new language [35]. It can be seen that MR technology can have a positive impact on enhancing language learning and achievements due to its flexibility, effectiveness and accessibility. However, it is noted that MR technology still has expensive cost structures, privacy concerns, and practical issues in classroom implementation [14]. While VR technology is proven to assist in learning and teaching, the high cost of the devices makes it difficult to be widely applied in classroom settings regularly. As cloud-based technologies are the new norm for delivering services via smart devices, combining VR technology with applications on smart devices such as iPads will make VR-based learning more accessible and cheaper. Applying virtual environment can enhance collaborative learning, increase learner's fluency in learning new languages, learners' understanding of the education materials, improve the quality of the learning experiences, strengthen the learning system, support student motivation, and improve self-efficacy [27, 29, 30]. Once MR technology becomes more accessible, secure, cheaper, and easier to implement, AR classrooms may become standard classrooms around the world for all students at all stages in the future [24]. The most important obstacles that prevent learners from using VR devices efficiently are related to shyness, fear of negative criticism, and fear of insufficient knowledge that led to difficulties in using the technology and achieving the expected results. VR technology can motivate students in the classroom and improve students' language skills, knowledge, collaboration, communication competence, and writing performance [36]. However, the impact is found to be dependent on the users' skills to effectively use the technology. For example, [PERSON] and [PERSON] [29] investigated English language learners' creative self-efficacy, inspiration and motivation and their relevance to VR technology-based teaching in universities. They found that insufficient knowledge on using VRtechnology led to problems in achieving expected results. Lack of technical competence may lead to poor outcomes [36]. If both learners and teachers are competent enough to use the technology, then they would be able to overcome the minor technical issues. For example, a new AR mobile language learning tool 'Explorez' was introduced to bridge the gap between AR gaming and education to motivate learners. Despite the technical issues with the AR interactive storytelling platform (ARIS), it is being used successfully [25]. Prior studies [14] also encouraged providing all teachers and students with an introduction of how to use AR and VR technologies in the teaching and learning process. Thus, it is crucial to develop appropriate pre-training programs to help both language teachers and students for exploiting the benefits of these technologies to their advantage. Besides technical competence, system quality is critical to keep learners engaged and motivated to use the technology. For example, [PERSON] et al. [31] tested the relevance of VR technology features to students' participation. They found that VR technology students' participation is impacted by the VR technology features such as system quality, user-friendliness, ease of use, and portability. Considering the importance of system quality, it is important to test the technology before implementing it in the learning and teaching space [40,41]. Furthermore, the use of a 3D virtual environment like wikis, e-activities and discussion boards can significantly improve pre-service teachers' digital competence, knowledge and writing skills. This also promotes student's collaborative learning in a 3D learning environment [41].