Extended reality (XR) is an umbrella term that encompasses three key technologies used for language learning: virtual reality (VR), augmented reality (AR), and mixed reality (MR). Central to this field is the evolving understanding of VR and AR within digital game–based language learning and teaching (DGBLLT). Historically, VR-based DGBLLT involved engaging activities in multiplayer online games and platforms like Second Life, where learners—as players embodied in their avatars—interacted with each other with and in virtual environments. In contrast, AR approaches enhanced real-world contexts using technologies such as GPS and QR codes. Contemporary VR applications afford fully immersive digital environments accessed via VR headsets, while AR overlays digital information onto physical spaces through devices like smartphones and tablets. However, much of the current research on AR and VR in DGBLLT remains focused on repetitive tasks and vocabulary acquisition (Cai et al., Sustainability 13:1–14, 2021; Garcia et al., 2019), and while important for entrenching language-based skills, it does not leverage the full potential of the technology and narratives. As technology advances, it is crucial not to depend exclusively on specific technologies as the main criteria for developing XR research in DGBLL. Instead, we recommend researchers and educators in DGBLLT take responsibility for utilizing the unique features and affordances provided by these technologies to create engaging environments and roles that foster meaningful relationships between learners, the real world, and digital artefacts.