Keyword: «immersive learning»

This article examines the digitalization of foreign language education using virtual reality technology, using English as an example. The article analyzes the potential and limitations of VR approaches to teaching, their impact on developing language competence, and student motivation. Particular attention is paid to the applications Mondly VR, Duolingo, and Glossi, which are compared based on key parameters–content, usability, functionality, cost, and effectiveness. A conclusion is drawn regarding the feasibility of integrating virtual reality into language education as an additional tool for developing communication skills.

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.

The article substantiates the relevance of using digital simulators of professional scenarios for the formation of foreign language communicative competence in university students. This relevance stems from the fact that traditional teaching methods fail to create an authentic professional context, leading to a gap between academic tasks and real communicative challenges. The aim of the conducted research was to develop and test a methodological model integrating digital simulators. In the course of the work, cross-cutting professional scenarios (problem resolution, project presentation, document preparation, intercultural collaboration) were identified and systematized, and a statistically significant increase in the level of all components of foreign language communicative competence (from 3.8% to 17.3% in the experimental group) was experimentally proven. The scientific novelty of the research lies in systematizing approaches to modelling humanitarian discourses by linking scenarios to competence components and integrating AI-based trainers with project management tools. Its practical significance is ensured by creating a methodological constructor for teachers.