CC BY
0УДК 37-13
Razbekova A.M.
master's student 2nd year, Faculty of Philology L.N. Gumilyov Eurasian National University (Astana, Kazakhstan)
VIRTUAL REALITY AS A TOOL TO TEACH ENGLISH
Аннотация: this article delves into the use of virtual reality (VR) technologies in foreign language education, emphasizing their benefits beyond simulating language environments. It discusses challenges encountered by language instructors, such as student motivation and proficiency, and explores how VR offers a promising solution. By immersing students in interactive learning experiences, VR enhances engagement, particularly among Generation Z learners. Moreover, VR facilitates personalized learning through tailored scenarios, fostering more effective language acquisition. The article also surveys various VR applications in education, including immersive games and AI-supported dialogue systems. It reflects on the evolving market of VR-based language learning solutions, contrasting it with traditional textbooks. Ultimately, this article underscores VR's potential to transform language education by addressing pedagogical challenges and providing innovative learning opportunities.
Ключевые слова: virtual reality, foreign language education, innovation, language proficiency.
Introduction.
In the modern world, the effectiveness of mastering foreign languages through immersion in the educational process and language environment in order to obtain successful results is noted. This approach involves integrating learners into authentic language situations where they have the opportunity to interact with native speakers and the environment on a number of levels. The effectiveness of the technique is confirmed by research by scientists from Chicago's Lund University: it is summarized that when you are in an environment where a foreign language is spoken, the brain perceives it as a native language, which contributes to its faster and more effective
assimilation [1]. Along with this, according to the results of a study by scientists from Illinois, mention is made of the role of procedural memory, which embeds knowledge in the automatic reproduction of what has been learned. In turn, scientists deny the active work of procedural memory in traditional methods of teaching a foreign language[2].
During a discussion at the Astana Media Week forum, the Minister of Science and Higher Education of the Republic of Kazakhstan, S. Nurbek, noted the potential of virtual reality for transforming the educational process. In addition, in March 2019, information was received about the creation of an innovative laboratory for studying exact sciences using augmented reality technologies at school-lyceum No. 73. However, the use of virtual reality technologies in teaching foreign languages in Kazakhstan requires more in-depth research.
This narrative has contributed to the dissemination of the practice of communication with native speakers and direct language learning in the country where the language is studied. However, globalization of the educational process brings along several problems. Thus, this methodology requires significant financial investment, making it accessible only to privileged groups of people and creating inequality in access to educational resources. At the same time, there is a growing belief in the superiority of education obtained in the country of the language's origin, and it fosters the belief in the incompleteness and inefficiency of education based on traditional methods [3].
Today, the global educational community is entering a new era defined by the widespread use of virtual reality in the learning process. This transition is largely driven by the ongoing process of globalization and the rapid expansion of the information sphere. The development of technologies and the widespread adoption of new digital and information communication tools significantly impact the transformation of the modern educational space.
Currently, educators widely utilize various educational resources in their lessons, not limiting themselves to textbooks alone. They strive to engage students through audio and video materials, presentations, conversation cards, and games. The
list of such tools has significantly expanded with the emergence of virtual reality (VR) technologies.
The term "virtual reality" was first coined in 1989 by Jaron Lanier. In a broad sense, it scientifically describes a computer-generated interactive environment in which the user is immersed in an artificially generated digital world, completely separated from the actual physical environment. Virtual reality provides the user with access to a three-dimensional computer world through specialized devices, which allows the user to freely move and interact with elements of this virtual environment, enhancing the immersive experience. In 2021, revenue from video games and other entertainment products based on virtual reality exceeded nine million dollars, while the figure for augmented reality technology reached $45 million.[4] However, there is a reasonable belief that the potential of this technology has not yet been exhausted.
In the context of the growing influence of the global information environment on the formation of the educational paradigm, significant progress is observed in the development of various VR technologies in the educational space. The implementation of virtual reality represents a substantial innovation and a potentially transformative factor for the sphere of education. In particular:
• using virtual reality to create immersive learning environments where students can immerse themselves in 3D virtual environments for deeper and more interactive learning,
• development of educational applications and programs based on virtual reality technology, allowing to simulate real scenarios and educational situations for effective use in the educational process,
• integration of artificial intelligence algorithms into virtual reality to automate educational processes, personalize learning and create adaptive educational environments that meet the needs of each student,
• using virtual reality synthesis with audio and video images to create interactive learning materials that allow students to interact with content and apply what they learn to virtual scenarios and tasks.
Methodology.
The empirical study included an analysis of the application of virtual reality in the process of foreign language learning. The results of using VR technologies in educational institutions were examined, and the experiences of students and teachers, as well as the prospects for the development of education with the help of VR technologies in Kazakhstan, were analyzed. However, based on the conducted analysis, conclusions were drawn regarding the effectiveness of using virtual reality in foreign language education. Overall, the conducted research provided valuable data on the application of virtual reality in foreign language education and evaluated its effectiveness from various educational process perspectives.
Results and discussion.
In examining the landscape of VR technologies within the educational sphere, our investigation revealed a notable trend: while virtual reality (VR) integration in humanities education may not be as pervasive as in other disciplines, it nonetheless manifests as a promising avenue for immersive learning experiences. One such innovative application is "VARVARA," a conversational VR simulator developed by the FEFU NTI Center in collaboration with the Russian company "VR Supersonic." Tailored specifically for English language learners at the introductory levels (A1 and A2), "VARVARA" facilitates interactive simulations of real-life scenarios, such as restaurant interactions or hotel check-ins, thereby fostering language acquisition in a dynamic virtual environment [5].
"VARVARA" serves as a comprehensive platform for honing various language competencies, including listening comprehension, speaking proficiency, vocabulary expansion, and the mastery of pronunciation and grammatical structures. Throughout the learning journey, students are guided by a virtual mentor who assigns tasks and provides instructions. Importantly, the system automatically records and tracks learning outcomes, presenting detailed statistics on a web portal accessible to teachers. The VARVARA VR application offers a multifaceted approach to English language instruction, providing learners with immersive simulations of real-life scenarios
conducive to language acquisition. Within VARVARA's virtual environments, learners engage in role-play exercises akin to ordering food at a café or arranging accommodations at a hotel, enabling the application of conversational English in contextualized settings. Moreover, VARVARA facilitates the exploration of everyday interactions, such as grocery shopping or casual conversations, fostering practical language usage. Through structured language challenges and gamified activities, such as interactive scavenger hunts, learners actively reinforce vocabulary acquisition while maintaining engagement. Crucially, VARVARA's immediate feedback mechanisms and error correction functionalities afford learners the opportunity to refine their pronunciation, grammar, and vocabulary usage iteratively. Thus, by harnessing these dynamic features, VARVARA cultivates an interactive and supportive learning milieu conducive to the effective and confident development of English language proficiency.
In addition to "VARVARA," the Mondly VR platform emerges as a frontrunner in the realm of language instruction through virtual reality. Offering a rich array of interactive environments, Mondly VR facilitates authentic conversational experiences, pronunciation practice, and vocabulary enrichment. For instance, learners can engage in realistic role-play scenarios, such as conversing with virtual characters in a café or navigating airport interactions, where they practice authentic language usage within contextualized environments. Furthermore, Mondly VR provides targeted pronunciation practice through interactive exercises, allowing learners to refine their speech patterns and intonation with immediate feedback. In addition to practical scenarios, Mondly VR incorporates gamified elements and language challenges, such as vocabulary quies and interactive tasks, which encourage active participation and reinforce learning. A study evaluating Mondly VR's effectiveness in language instruction reported significant improvements in learners' speaking proficiency and vocabulary retention, with participants demonstrating heightened engagement and motivation throughout the learning process. Thus, by leveraging Mondly VR's dynamic features and interactive approach, learners can effectively develop English language skills while experiencing immersive and engaging educational experiences.
"ClassVR" stands out as a comprehensive VR platform meticulously developed to facilitate English language acquisition and cultural immersion, particularly aimed at educators seeking innovative pedagogical tools. The platform offers a diverse array of pre-designed lessons and standalone educational modules meticulously tailored to accommodate learners across various language proficiency levels. At the core of "ClassVR" lies its immersive English language lessons, meticulously curated to cover a wide spectrum of topics intricately linked to everyday experiences. Ranging from commonplace activities like shopping to significant cultural events such as weddings, these lessons provide learners with interactive, intricately detailed virtual environments seamlessly accessible through VR headsets or glasses. For instance, within "ClassVR," users can embark on virtual explorations of iconic landmarks like the Olympic Park in London or immerse themselves in the festive ambiance of Christmas celebrations in Canada, all through meticulously crafted simulations. These immersive experiences not only enrich language learning but also foster cultural understanding and appreciation, enabling learners to engage with language in authentic contexts. Through its immersive and culturally diverse content offerings, "ClassVR" represents a pivotal advancement in language education, empowering educators to deliver engaging and impactful English language instruction that transcends traditional boundaries of time and space [7].
Among the plethora of frplatforms leveraging VR technologies for English language learning, "Engage" emerges as a standout application. This educational platform serves as a global hub, connecting users from diverse countries and regions worldwide, offering a multifaceted approach to virtual events, corporate communication, and education and training initiatives. Through "Engage," users gain access to seasoned English language instructors, fostering opportunities for language practice, cultural exchange, and immersive language experiences. Notably, subscribers to the application's premium version unlock additional benefits, including the ability to host private events and gain full access to content creation tools. A distinctive feature of this subscription tier is the provision of users' private metadimensional apartments, providing a virtual space where they can convene with friends and colleagues for
shared activities such as movie screenings and collaborative content consumption. For example, users can host virtual movie nights featuring English-language films, enhancing language exposure and comprehension in an engaging and social setting. Evaluations of "Engage" have reported notable enhancements in learners' English language proficiency, with participants demonstrating increased confidence and fluency in communication. Thus, by harnessing the immersive capabilities of VR technology, "Engage" facilitates dynamic and collaborative English language learning experiences, transcending geographical barriers and fostering a global community of language learners [8].
Conclusion.
In addition to simulating language environments, there are other advantages of VR technologies in foreign language education. Challenges faced by English language teachers often stem from students' lack of motivation and inability to speak the foreign language. Within the educational sphere, virtual reality (VR) presents a promising tool capable of effectively addressing these issues. Firstly, VR fosters student engagement, especially considering the predominance of modern learners from Generation Z, who value not only the content but also the format of learning. Additionally, VR technologies offer personalized learning opportunities, enabling teachers to create tailored learning scenarios and adapt them to each student's level and needs. This contributes to more effective knowledge acquisition and language skill development.
As mentioned earlier, there is a wide range of VR applications in the educational sphere, many of which are in the development or improvement stage. Among them are fully immersive games, 360° videos with recordings of real actors' speech, and the use of artificial intelligence to support dialogue with the application user. However, the success of implementing these projects will remain a question for the future. The market for learning foreign languages in virtual reality is represented by numerous developments of varying quality and completeness. Unlike the established market of traditional foreign language textbooks, which have established
canons and sales leaders, there are currently no such leaders in the field of virtual reality due to the relative novelty of this technology.
However, the use of virtual reality in the process of teaching foreign languages can become a significant addition to existing teaching tools. Further expansion of the capabilities of virtual learning environments has significant potential in the modern world and requires further research and study in the context of new areas of application.
In conclusion, we can conclude that the integration of virtual reality into the educational process, including foreign language teaching, will continue to develop. However, it should be noted that virtual reality cannot completely replace traditional teaching methods, and its main contribution is likely to be focused on the practical application of already learned knowledge due to the presence of several obstacles that need to be addressed.
Firstly, there is no systematic partnership with authorized central government agencies and private educational institutions and VR technology development companies.
Secondly, education and training are required for teachers and students in the use of VR.
Thirdly, research is needed to evaluate the effectiveness of using VR in English language teaching, identify best practices, and develop recommendations for further improvement of the technology.
СПИСОК ЛИТЕРАТУРЫ:
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