Globalization, digitalization, and the post-pandemic shift toward online and blended education have reshaped the field of Teaching English to Speakers of Other Languages (TESOL). These changes highlight the need for approaches that not only develop linguistic competence but also foster communication, collaboration, and intercultural skills. Simulation has attracted growing attention in this context because it offers authentic, experiential learning environments that align with communicative and experiential learning theories. Recent studies have shown that simulation can improve learners’ speaking, listening, motivation, and critical thinking, while also supporting teachers in adopting more innovative pedagogies. However, the research landscape remains uneven. Existing studies are largely small-scale and short-term, focusing mainly on immediate language gains. Critical areas remain underexplored, including learner differences, cross-cultural adaptability, integration with assessment, and the potential of emerging technologies such as virtual and augmented reality. These gaps limit both the generalizability of findings and the theoretical development of simulation-based TESOL. This review draws on studies indexed in the Web of Science to synthesize current evidence, identify limitations, and highlight emerging directions. Unlike earlier reviews, it situates simulation within wider educational and societal trends, offering a clearer rationale for its relevance and providing a roadmap for sustainable and innovative practices in TESOL.
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