This paper systematically reviews 150 (VR/AR)-supporting language learning articles from 2008 to 2019 and summarizes the development trends. The definition of VR/AR is given firstly, and then the model of VR/AR supporting learning is proposed. This model's language types, research participants, learning devices, learning goals, research issues, research methods, research domains and learning strategies act as a coding scheme here. Meanwhile, through review and analysis, empirical study has been proven to be in its peak period; the VR/AR is increasingly applied, and larger numbers of immersive devices are being used. Under such circumstances, higher education is the principal of research, and speaking/expressing and words are still the most significant learning goals. As for research issues, the first period (2008-2013), which focuses more on learners' opinions, learning behaviours, learning attitudes and learning performance, is still the main scheme even though the second period (2014-2019) has more research issues and wider research scale. Right now, research about teaching and learning has already drawn the most attention, and task-based learning, situated learning, and game-based learning are the most commonly used learning strategies. Finally, this paper analyses VR/AR used in language learning through SWOT analysis to provide more profound suggestions and further discussion.