Virtual Reality in the Language Classroom: Strategies to Make it Work.

This article investigates the scaffolding strategies used by young English as a second language (ESL) learners during communicative tasks in a high-immersive virtual reality (HVR) environment using the Rec Room application. The study involved 24 Grade 6 students in Quebec, Canada, who worked in teams of four with Meta Quest 2 head-mounted displays to complete four collaborative tasks. Analysis identified 247 language-related episodes (LREs), predominantly student-initiated and focused on vocabulary, which were mostly resolved by the learners themselves. Additionally, 14 non-language scaffolding strategies were observed, including five specific to HVR use, such as requesting assistance with the headset and checking the wearer's position, reflecting technical and logistical challenges unique to immersive VR. The findings suggest that HVR facilitates high engagement and collaborative negotiation among young ESL learners but requires targeted support to address technological demands in classroom settings.