Technologies applied to education in the learning of English as a second language (ESL)

David Pérez-Jorge ^1* Elena Olmos-Raya ² ANA ISABEL GONZÁLEZ ³ Itahisa Pérez-Pérez ¹

• ¹ University of La Laguna, San Cristóbal de La Laguna, Spain
• ² University of Valencia, Valencia, Valencian Community, Spain
• ³ University of Extremadura, Badajoz, Spain

This systematic review, conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, evaluates the efficacy of emerging digital technologies—namely virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT)—in enhancing vocabulary acquisition within English as a Second Language (ESL) education. By addressing a notable gap in the literature, this review explores how these technologies mitigate common learning challenges and improve educational outcomes. Through a critical analysis of recent empirical studies across diverse educational stages, it synthesizes findings to assess their impact on vocabulary retention and overall academic performance. The results indicate that these technologies enhance vocabulary acquisition and increase student motivation and engagement, significantly impacting educational practices and policymaking. This review highlights the transformative potential of VR, AR, and ALT in ESL education by providing immersive and personalized learning experiences that address traditional barriers in language acquisition.Finally, emerging technologies such as virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT) have proven effective in enhancing vocabulary acquisition and providing immersive and personalized learning.