A Systematic Literature Review of Immersive Virtual Reality for Sustainable Vocabulary Learning in EFL Contexts

Abstract

The development of immersive Virtual Reality (VR) technology offers new opportunities to create more contextual, interactive, and meaningful learning experiences. Therefore, this study aims to analyze the effectiveness of immersive VR in supporting continuous vocabulary learning in an EFL context. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA 2020 guidelines. A total of 27 empirical articles published in the period 2021–2025 were selected through a process of identification, screening, and selection based on predetermined inclusion criteria. Data were analyzed using a thematic and comparative approach to identify patterns of findings, benefits, and limitations of using VR in vocabulary learning. The results of the study indicate that immersive VR consistently improves vocabulary acquisition, retention, and depth of knowledge through embodied, contextual, and multimodal learning experiences. However, evidence regarding long-term transfer to authentic communication situations is still limited. These findings indicate that the effectiveness of VR depends not only on the level of immersion but also on appropriate pedagogical design and cognitive load management. This study provides implications for the development of technology-based vocabulary learning and serves as a basis for future longitudinal research.