Virtual reality integration in English language education : a case study in Malta

Abstract

This chapter explores the implementation of Virtual Reality (VR) in English Language Teaching (ELT) within a Maltese language school, focusing on how immersive technology intersects with inclusive and equitable digital education practices. Drawing on classroom observations, interviews, and questionnaires, the study investigates stakeholder perspectives on VR’s pedagogical potential, alongside the practical and structural challenges of its integration. Findings reveal that while VR might demonstrate the potential to enhance language learning, its effectiveness is hindered by limited access to headsets, inconsistent teacher education, and insufficient professional development. The chapter highlights disparities in student participation and teacher confidence, pointing to critical gaps in technological readiness and instructional design. It concludes by underscoring the importance of equitable access to digital tools and ongoing support for educators as essential conditions for fostering inclusive and effective VR- supported language learning environments.