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Tencent QQ is considered to be one of the most popular instant messaging software in China. It has been widely used to facilitate teaching and learning. This research aims to give a general picture about the researches concerning the use of QQ in EFL teaching and learning, and tries to find the questions asked, the methods used and the answers found by Chinese researchers. 224 articles have been retrieved from CNKI, the largest academic database in China, and processed according to publication information, research questions, methods, results and their relatedness to QQ and to the use of QQ in EFL teaching and learning. Existing researches mainly focus on the use of QQ in EFL teaching, learning and QQ-based communication. Qualitative, quantitative and integrated methods are used respectively. It has been repeatedly proved that QQ can have positive effects on various levels, forms and fields of EFL teaching and learning. In the future, researches can adopt social, cultural, humanistic or cross-disciplinary perspectives and focus on 1) the theory of using QQ, 2) the use of QQ in primary and secondary education, 3) the use of QQ in reading, listening, speaking and translation, 4) the use of QQ affected by contextual and individual factors, 5) the risks of using QQ, 6) the relationship between the use of QQ and other technologies, and 7) the relationship between QQ-based teaching and other teaching approaches.

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This article focuses on the use of a 3D multi-user virtual environment in language teaching and presents the results of four-year research at the Palacky University Olomouc Faculty of Education (Czech Republic). Language teaching was conducted in an experimental form in the 3D virtual worlds of Second Life and Kitely (experimental group) and, in parallel to this, there was also traditional teaching conducted on identical topics in the form of lectures using a textbook (control group). The didactic test, which was presented to both of the groups in an identical form before the start of teaching and after its implementation, verified the effect of teaching in the experimental group by comparing the achieved results of both groups. Out of the three components of mother tongue teaching (grammar, literature, style and communication education) students achieved partial better results (in the case of points focused on the visualization of the subject matter, these were statistically significant) in literature. Students from the control group performed better in grammar and style and communication education. Based on the achieved results, we discuss the selected psychological implications of these results and can state the most appropriate use of MUVE in teaching those topics that have the possibility of role playing, dramatization and group cooperation.