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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ZHAN Yajun
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DOI:10.17265/2159-5836/2026.10.006
Wuhan University of Technology, Wuhan, China
Against the backdrop of rapid digital transformation, virtual reality (VR) technology has emerged as a transformative force in foreign language education. Grounded in the perspective of cognitive linguistics, this study integrates constructivist learning theory and cognitive load theory to systematically analyze the application value, implementation paths, and limiting factors of VR technology in foreign language teaching. By retrieving and sorting out 474 relevant literatures from Web of Science and CNKI databases, the study finds that VR technology can effectively enhance foreign language learning effects through immersive situational experience, multi-sensory social interaction, and real-time learning feedback, and verifies the practical feasibility of VR-assisted language learning with typical cases such as Duolingo and Rosetta Stone. Meanwhile, the popularization of VR teaching is still restricted by multiple factors. Looking forward, the deep integration of VR with artificial intelligence and 5G communication technology will further optimize personalized learning experience, reduce cognitive interference, and provide broader development space for innovative foreign language teaching.
virtual reality, foreign language teaching, cognitive linguistics, constructivism, cognitive load
Journal of Literature and Art Studies, October 2026, Vol. 16, No. 10, 835-839
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