Integrating Agentic AI and Immersive Technologies into Standardised and Adaptive CEFR-Aligned ESL Learning Environments in Higher Education: A Systematic Review of Prospects and Pitfalls

Abstract

 

This systematic literature review explores the integration of agentic artificial intelligence with immersive technologies in teaching English as a second language (ESL), emphasising the development of standardised, adaptive learning environments in higher education settings. Agentic AI is described as autonomous systems that dynamically personalise learning experiences based on multichannel data, including cognitive, social, and motivational factors, and that have the potential to align with international standards such as the Common European Framework of Reference for Languages (CEFR). The combination of virtual and augmented reality, simulations, and interactive environments creates rich, contextually relevant scenarios that enhance language skills. The role of teachers shifts toward facilitation and mentorship, with them critically assessing technological inputs and adjusting teaching strategies to boost learner engagement and motivation. Ethical and legal considerations regarding data privacy and equity are discussed, with a focus on transparency and cultural inclusiveness. Prospects include improving natural language processing, integrating multimodal data, and enabling predictive adaptations to make learning more personalised and effective. The study underscores the importance of collaboration among researchers, technology developers, higher education stakeholders, and students to create sustainable, inclusive ESL learning environments.