Editorial: Technology and Extended Reality in ESP: From Novelty to Situated Practice

This Special Issue contributes not a single model of XR-based ESP pedagogy, but a set of interlocking perspectives that can guide future research and practice. It shows that XR is most valuable when it becomes a space for disciplined rehearsal of professional communication, informed by corpora and genres, scaffolded thoughtfully, and evaluated with credible evidence. If ESP has always been defined by its commitment to specificity, authenticity, and professional relevance, then XR becomes a particularly revealing test of that commitment. It offers the possibility of staging professional life in ways that bring together language, action, and context, but it also demands that educators remain critical, methodologically rigorous, and pedagogically humble.