The current study introduces an avatar -and vibration-based method designed to enhance foreign language learning through principles of embodied cognition. This method aims to create a mental state of re-embodiment or “other body transfer.” Drawing on the framework proposed by Slater et al. (2019), who extended traditional views of embodied cognition by exploring the concept of “self-ownership” through various methods, we adopted two major conditions for inducing other body transfer: movement synchronization and touch. These principles guided the design of our learning method and device. The system includes VR glasses that display an avatar modeled with features from the participant’s own face and pronouncing target words. Simultaneously, a vibrating device is placed on the participant’s throat to provide the synchronized tactile feedback during the learning process. We conducted a preliminary study to identify trends and practices related to this method, comparing results to those of a traditional language learning approach. We examined this aim across participants with varying levels of foreign language proficiency and learning needs. Preliminary results suggest that participants at intermediate and low proficiency levels may benefit from the avatar-vibration method, whereas the highest proficiency participant did not. These findings were supported by questionnaire responses, which reflected greater enthusiasm and engagement with the avatar-based approach in the intermediate and low-level learners. Finally, the participant on the autism spectrum exhibited a particularly meaningful change after engaging with the avatar-based method, in contrast to his prior lack of language use and resistance to traditional learning approaches. Results are discussed, and preliminary conclusions are proposed.