With the help of virtual reality technology, the study first conducted a preliminary discussion on language learning, and found that virtual reality technology is an important tool to promote new language learning. The study constructs a model of English language teaching with virtual reality technology, on the basis of which a moderated mediator model is constructed with virtual reality technology as the independent variable, students’ cognitive load as the mediator variable, spatial ability as the moderating variable, and language learning effect as the dependent variable and puts forward relevant hypotheses to explore the effect of virtual reality technology on the effect of immersive language learning. The experimental design was carried out with 122 students from University H as subjects, divided into an experimental group and a general group. The results of the study showed a significant main effect of virtual reality environment (F(1,31)=4.01, p=0.05), indicating that the use of virtual reality technology has a significant impact on immersive language learning. Among learners with different spatial abilities, learners with high spatial abilities learn better compared to learners with low spatial abilities, and the experimentation of virtual reality technology has an enhancing effect on language learning compared to traditional teaching methods. According to the results of the mediation effect test, students’ cognitive load mediates the effect of the use of virtual reality technology on language learning outcomes.