This article analyzes the transformational effects of mobile applications, such as Duolingo, and virtual reality in Practical Teaching for the English-Speaking World (TESOL) with respect to their pedagogical value, theoretical framework, and practical issues. Yet, these technologies have been criticized by researchers for algorithmic biases in their contents, high costs of VR combined with accessibility barriers, and, of course, for pushing other non-digital teaching methodologies to the margins. The article emphasizes the need for integrating the use of mobile apps and VR with traditional methods on a balanced platform while advocating for equity of access and socio-culturally responsive practices, backed by relevant empirical research studies and classroom practices.