UDC 372.881.1

Malenkova A.A.¹ (Moscow, Russian Federation) – malenkova-aa@rudn.ru; Garcia-Caselles C.¹ (Moscow, Russian Federation) – konchitag@mail.ru

¹Peoples’ Friendship University of Russia named after Patrice Lumumba

Abstract. Virtual reality (VR) technology is one of the most advanced digital technologies that can be used for teaching and training future specialists in various fields. This article explores the potential of using virtual reality (VR) technology in foreign language teaching within the context of a constructivist approach to learning. The relevance of this work stems from the rapid expansion of VR technologies and their potential to create interactive, immersive, and personalized educational environments capable of overcoming the limitations of traditional linguodidactic processes. The purpose of this article is to present the potential of virtual reality (VR) as an e-learning component within a constructivist approach to foreign language teaching. The primary research method is an analysis of scientific papers on constructivist teaching and the methodological aspects of using virtual reality as a medium for learning and teaching foreign languages. The article demonstrates that the constructivist interpretation of learning distinguishes three forms: individualized learning, context management, and perspective shifting. All of these are used in modern, technologically enhanced learning to facilitate language learning. This study attempts to demonstrate the feasibility of learning and teaching foreign languages ​​in an open virtual environment. The article concludes that VR technology allows for the creation of unique situations and scenarios in which people can immerse themselves and gain hands-on experience. This helps them develop communication skills and prepare for complex situations in the modern world, where interaction with people from different cultures and countries is becoming increasingly important.

Keywords: virtual reality (VR), foreign language, constructivist approach, individual learning, contextual control, personalization of learning, virtual communication.

References:

1. Kalina N.D. Conditions of the constructivist approach to the formation of constructive-procedural mechanisms of visual culture in students. Koncept, 2023, no. 11, pp. 14–29. (In Russian).
2. Ivanova E.A. Experience of using a constructivist approach to teaching foreign languages ​​in an engineering university. Engineering education, 2023, no. 33, pp. 128–135. (In Russian). URL: https://www.elibrary.ru/czqnes
3. Kurgaeva Zh. Yu. Constructivist approach to the formation of digital competencies among Generation Z students. World of Science. Pedagogy and psychology, 2024, vol. 12, no. 2, p. 41. (In Russian). URL: https://www.elibrary.ru/grbyob
4. Yan L. Analysis of the application of virtual reality technologies in teaching a foreign language. The Proceedings of the Conference the Magic of Innovation, 2024, vol. 6, no. 2, pp. 464–472. (In Russian). DOI: 10.24833/2949-6357.2024.YL.2
5. Lan Y.J. Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning and Technology, 2020, vol. 24, no. 1, pp. 1–15. DOI: 10.64152/10125/44704
6. Khukalenko Yu.S. Foreign language acquisition (ESL) in virtual reality: Software review. Oriental Institute Journal, 2021, no. 2 (50), pp. 118–128. (In Russian). DOI: 10.24866/2542-1611/2021-2/118-128
7. Tai T.Y., Chen H.H.J. The impact of immersive virtual reality on EFL learners’ listening comprehension. Journal of Educational Computing Research, 2021, vol. 59, no. 7, pp. 1272–1293. DOI: 10.1177/0735633121994291
8. Andreeva O.A., Reingardt N.V. Virtual reality as a communication space in the process of distance learning of foreign languages. Bulletin of the South-West State University. Series: Linguistics and pedagogy, 2022, no. 12 (1), pp. 148–158. (In Russian). URL: https://www.elibrary.ru/qiiiaf
9. Yan L. Creating a virtual space in the process of teaching foreign languages. Prepodavatel XXI vek. Russian Journal of Education, 2024, no. 2, part 1, pp. 142–149. (In Russian). DOI: 10.31862/2073-9613-2024-2-142-149
10. Li P., Legault J., Klippel A., Zhao J. Virtual reality for student learning: Understanding individual differences. Human Behaviour and Brain, 2020, vol. 1, no. 1, pp. 28–36. URL: https://www.elibrary.ru/inowfj
11. Xiao-Dong L., Hong-Hui C. Research on VR-supported flipped classroom based on blended learning – A case study in “learning English through new”. International Journal of Information and Education Technology, 2020, vol. 10, no. 2, pp. 104–109. DOI: 10.18178/ijiet.2020.10.2.1347
12. Alemi M., Khatoony S. Virtual reality assisted pronunciation training for young EFL learners. Teaching English with Technology, 2020, vol. 20, no. 4, pp. 59–81.
13. Panagiotidis P. Virtual reality applications and language learning. International Journal for Cross-Disciplinary Subjects in Education, 2021, vol. 12, no. 2, pp. 4447–4454. DOI: 10.20533/ijcdse.2042.6364.2021.0543
14. Soto B., Ocampo J.T., Colon D., Oropesa A.V. Perceptions of immerseMe virtual reality platform to improve English communicative skills in higher education. International Journal of Interactive Mobile Technologies, 2020, vol. 14, no. 7, pp. 4–19. DOI: 10.3991/ijim.v14i07.12181
15. Kornilov V.S., Zakova A.S. Virtual reality: The possibilities of modeling cultural environment for learning foreign languages. Bulletin of the Moscow City Pedagogical University. Series “Pedagogy and Psychology”, 2024, no. 1 (67), pp. 117–123. (In Russian). DOI: 10.25688/2072-9014.2024.67.1.11
16. Krasnova T.I. Innovative language learning: Research on of immersive virtual learning. Society: Sociology, Psychology, Pedagogics, 2023, no. 3, pp. 119–123. (In Russian). DOI: 10.24158/spp.2023.3.18
17. Parmaxi A. Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 2023, vol. 31, no. 1, pp. 172–184. DOI: 10.1080/10494820.2020.1765392
18. Bosa V., Marieiev D., Balalaieva O., Krokhmal A., Solovei A. Implementation of virtual reality in foreign language teaching. Amazonia Investiga, 2024, vol. 13, no. 73, pp. 187–199. DOI: 10.34069/AI/2024.73.01.15
19. Isaeva T., Malishevskaya N., Goryunova E., Lazareva L., Churikov M. Psychological and pedagogical aspects of simulation technology at English lessons for future engineers of the agro-industrial complex. E3S Web of Conferences, 2021, vol. 273, p. 12011. DOI: 10.1051/e3sconf/202127312011
20. Hamilton D., McKechnie J., Edgerton E. Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computer Education, 2020, vol. 8, no. 1, pp. 1–32. DOI: 10.1007/s40692-020-00169-2

For citation: Malenkova A.A., Garcia-Caselles C. Virtual reality as a new perspective of constructivist teaching of foreign languages. CITISE, 2025, no. 4, pp. 529-538.