Collaborative Learning Based on Virtual and Augmented Reality Technology in Teaching English for Specific Purposes

Virtual and Augmented Reality (VAR) has emerged as an innovative pedagogical tool, widely adopted to enhance language learning. This study examines its integration into English for Specific Purposes (ESP) curriculum, emphasizing immersive environments that foster engagement, comprehension, and authentic language use. VAR-assisted ESP utilizes tools such as VR goggles, headsets, Google Cardboard, Virtual Speech, and Polly for scene creation, allowing students to engage with dynamic and personalized learning experiences through mobile applications and 360-degree videos. Key advantages include increased motivation, adaptability, and enhanced collaboration. Despite these benefits, several research gaps remain. The long-term impact of VAR on ESP learning retention and authentic professional communication skills is yet to be explored. Additionally, studies rarely examine VAR’s applicability across diverse ESP disciplines such as law, medicine, business, and engineering. Institutional readiness, cost analysis, and sustainability of VAR implementation present further challenges. Psychological and social aspects, including language anxiety, confidence, and student inclusion, also require further investigation. This study’s conceptual insights highlight the need for direct observation and empirical VAR-based studies to validate its effectiveness. Addressing these gaps will provide educators and researchers with valuable perspectives for optimizing VAR-assisted ESP instruction. Policymakers and educators must design curricula tailored to ensure transformative, inclusive, and effective language learning practices that support communicative competence, professional application, and intercultural understanding.