LINGUISTIC IMMERSION AS AN ANDRAGOGICAL STRATEGY IN VIRTUAL ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW
Keywords:
Andragogy, linguistic immersion, virtual teaching, English language, virtual realityAbstract
DOI: https://doi.org/10.46296/yc.v10i19.0992
Abstract
While studies do not always report significant differences in academic performance compared to traditional methods, they do highlight sustained improvements in engagement, satisfaction, and positive perceptions of the learning experience. From an andragogical perspective, linguistic immersion stands out as a relevant resource, as it addresses the practical needs, prior experiences, and concrete goals of adult learners. In conclusion, the coherent integration of immersive technologies, supported by appropriate pedagogical mediation, strengthens virtual English instruction and offers a promising alternative for designing innovative training programs aimed at adult education. Teaching English to adult students requires instructional approaches tailored to their specific experiential, motivational, and professional backgrounds, moving away from traditional pedagogy. The aim of this study was to analyze digital technology-supported linguistic immersion as an andragogical strategy for virtual English instruction in higher education. Methodologically, the research took the form of a systematic review following the IMRAD structure and PRISMA protocol guidelines. An exhaustive search across ten academic databases (such as Scopus, Web of Science, SciELO, and Latindex) covering the period from 2015 to 2025 yielded 198 records; of these, 11 scientific articles were selected for in-depth qualitative analysis after applying andragogical inclusion criteria. The results demonstrate that the use of immersive technologies—such as virtual reality (VR), 360° videos, and interactive simulated environments—promotes contextualized vocabulary learning and strengthens communicative skills, particularly listening comprehension and oral expression. Furthermore, immersion was found to significantly boost motivation, satisfaction, confidence, and the sense of presence, while reducing language anxiety and dropout rates in virtual learning environments. The study concludes that linguistic immersion is an effective andragogical strategy for fostering additive bilingualism; However, its impact depends not only on the technological resource but also on continuous exposure, student predisposition, and purposeful instructional design supported by teacher mediation.
Keywords: Andragogy, linguistic immersion, virtual teaching, English language, virtual reality.
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