A fresh-off-the-press npj paper confirms this month what polyglots have been saying all along: other people make language learning better!

If you’ve ever felt that a single good conversation in your target language does more for your progress than hours of app-based drilling, you’re not imagining it. The paper by Zappa, Slater and Rodriguez-Fornells, published in npj Science of Learning (part of the Nature family) makes a strong, evidence-backed case for something many language learners instinctively know: social interaction isn’t a nice add-on to language learning – it’s central to how it works.

The paper revisits long-standing ideas in second language acquisition research and combines them with newer technological perspectives, asking a deceptively simple question: why does interacting with other people help us learn languages so effectively?

Interaction isn’t optional – it’s structural

At the heart of the paper is the instinctive idea that language is fundamentally a social tool. We don’t acquire it just by hearing words or memorising forms, but by using language to do things with other people: asking, clarifying, negotiating meaning, reacting, repairing misunderstandings.

This aligns with what linguists have called the interaction hypothesis: when learners are forced to adjust what they say in order to be understood – and to understand others – their attention is naturally drawn to gaps in their knowledge. Those moments of “oh, that didn’t quite work” are often where real learning happens.

In other words, conversation isn’t just practice. It actively shapes acquisition. And any practical language learning strategy should really aim to build in that social aspect (sorry, shy polyglots – myself included!).

What’s the new take here?

Where this 2025 paper gets particularly interesting is in its discussion of virtual reality (VR) and immersive digital environments. The authors argue that VR offers a powerful research and teaching space because it allows for:

• social interaction that feels meaningful and contextual
• repeatable, controlled scenarios (something real life is terrible at)
• lower-stakes environments where learners may feel less anxious about speaking

Rather than replacing real human interaction, these tools can scaffold it – especially for learners who find face-to-face conversation intimidating (I’m including myself in that cohort!), or for classrooms where access to diverse speakers is limited.

The key takeaway isn’t “everyone must now learn languages in VR”, but that the social dimension of learning can be designed for more intentionally, even when technology is involved.

Why this matters for your language learning

If you’re a learner, this research reinforces a few practical truths:

• Listening and reading are essential, but they’re not enough on their own
• Progress accelerates when we have to respond, adapt and negotiate meaning on the fly
• Low-pressure interaction (with tolerant partners, or mediated by tech) often beats “perfect” study conditions

That might mean language exchanges, group classes, conversation clubs, or even carefully chosen digital environments that encourage spontaneous output rather than scripted responses.

And for teachers?

For teachers, the message is simple: design for interaction, not just exposure. That doesn’t demand flashy tech, but it does mean thinking about how we prompt learners to respond to one another, repair misunderstandings, and co-construct meaning.

Technology, including AI and immersive tools, is most powerful here when it supports those social processes rather than replacing them. Used well, it can widen access to interaction and reduce anxiety, especially for quieter or less confident learners.

A final thought

Language is something we do with people. This paper is a useful reminder that however sophisticated our tools become, the engine of language learning remains deeply human: interaction, responsiveness, and shared meaning.

If your study routine or teaching practice has drifted too far towards passive consumption, this might be the nudge to bring conversation back to the social centre.