Language learning using XR. Gen Z and new acquisitional paradigms
DOI:
https://doi.org/10.21283/2376905X.1.13.1.3328Keywords:
CORPUS ASSISTED LANGUAGE LEARNING, EXTENDED REALITY, GEN Z, ACQUISITIONAL FRAMEWORKS, DIGITAL NATIVESAbstract
This article explores extended reality (XR) technologies’ application in language learning, focusing on Generation Z (Gen Z) and its educational needs. This contribution argues that XR technologies offer opportunities for pedagogical exploration in relation to Gen Z’s specific learning profiles. Members of Gen Z prefer interactive, technology-driven, and experiential learning environments. XR technologies—including virtual, augmented, and mixed reality—offer immersive and context-rich environments that can support situated language use, learner engagement, and motivation, as well as provide low-stakes conditions for practice that may help mitigate language anxiety. The integration of XR in education raises challenges related to cost, accessibility, digital competence, cognitive load, and ethical considerations. Consequently, the article highlights the opportunity of aligning XR-based language tasks with the specific characteristics, needs, and constraints of Gen Z learners, in the attempt to contribute to a more contextualized and critical understanding of XR’s role in language pedagogy.
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