<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bo Zhou</style></author><author><style face="normal" font="default" size="100%">Seong Pek Lim</style></author><author><style face="normal" font="default" size="100%">Nahdia Kabir</style></author><author><style face="normal" font="default" size="100%">P. Prasantham</style></author><author><style face="normal" font="default" size="100%">Mohamed Bouteraa</style></author><author><style face="normal" font="default" size="100%">M. Zaini Miftah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMMERSIVE VIRTUAL REALITY IN ENGLISH LANGUAGE EDUCATION: GLOBAL RESEARCH LANDSCAPE AND EMERGING FRONTIERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">English language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">immersive learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789648133.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Driven by the growing use of immersive technologies in education, virtual reality (VR) has become an increasingly prominent environment for supporting English language learning. While existing studies have examined VR in relation to language skills, learner affect, interaction, and instructional outcomes, the overall development of this research area remains insufficiently mapped. To fill this gap, this study provides a science-mapping analysis of VR-assisted English language learning from 2021 to 2025. Following a PRISMA-guided screening procedure, a total of 316 English-language journal articles were retrieved from the Web of Science (WoS) Core Collection and analysed using VOSviewer and CiteSpace. The analysis covered publication performance, citation impact, country-level distribution, co-cited references, keyword co-occurrence, and citation bursts. The results show a clear increase in research output and influence, with contributions concentrated mainly in a limited number of countries. Co-citation analysis identifies three knowledge bases: receptive learning and outcomes, oral communication and affective engagement, and immersive experience with cognitive-affective involvement. Keyword analysis further reveals themes related to educational design, immersive experience, affective factors, simulation-based instruction, and learner engagement. Burst detection indicates a recent shift toward instruction, acquisition, teachers, and learner perceptions. Overall, the study contributes to the field by clarifying both the intellectual structure and the changing priorities of research on VR-assisted English language learning. It also advances current understanding by showing that VR-assisted English learning is increasingly framed not simply as a novel technological application, but as a pedagogically mediated and context-dependent learning environment.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">699-715</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author><author><style face="normal" font="default" size="100%">Rituparna Chakraborty</style></author><author><style face="normal" font="default" size="100%">S. Thirumalesha</style></author><author><style face="normal" font="default" size="100%">C. S. Gururaja</style></author><author><style face="normal" font="default" size="100%">Sangtam, T. Y.</style></author><author><style face="normal" font="default" size="100%">Rhatsu, K.</style></author><author><style face="normal" font="default" size="100%">Jochan, G. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative study</style></keyword><keyword><style  face="normal" font="default" size="100%">smart learning environments</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444118.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers’ and students’ definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">501-516</style></section></record></records></xml>