Svetlana Davidova

Modern language education is being transformed due to the transition to digital didactics. The primary vector is the introduction of multimedia tools for the development of competences in the field of professional communication. The integration of resources is relevant, among which virtual and augmented reality (VR/AR) technologies play a key role. Despite the interest of the scientific community, a number of issues remain controversial. There is a problem of methodological uncertainty in the use of immersive tools in independent work. The concepts of artificial intelligence and VR/AR are often mixed up, which blurs the subject area boundaries. There is no clear definition of autonomous learning: whether it is independent or involves supervision. Technical and pedagogical barriers hinder the implementation of innovations. The aim of the study is to examine the practice of using VR/AR technologies in the autonomous teaching foreign languages to graduate students in the field of professional communication. A number of tasks has been solved: analysis of sources to identify the status of the problem; classification of VR/AR platforms for training; development of methods for using immersive environments (virtual travel, simulation of situations, gamified quests); experimental testing at universities using questionnaires and statistical analysis. The results demonstrate the effectiveness of the approach. The quality of learning in the VR/AR using group was 24% higher than in the traditional format. The survey revealed that 92% of students positively assessed the use of immersive technologies, noting an increase in motivation and a decrease in the psychological barrier. Visual support contributed to a reduction in cognitive load and a better understanding of tasks. The authenticity of the context and the security of the virtual environment have reduced learning anxiety. The theoretical significance of the work lies in the systematization of knowledge about the didactic potential of VR/AR and clarifying the concept of autonomous learning. The practical significance lies in the development of ways to introduce virtual and augmented reality technologies into the training of graduate students. The proposed methods make it possible to create scenarios for foreign language communication and prepare specialists to work in a global environment without changing location. This is especially important in the context of limited resources. Integration will require the training for teachers and the improvement of curricula.