Virtual reality technology in teaching foreign languages at the university: Didactic possibilities and challenges

Virtual reality is becoming more and more widespread in all spheres of human life, including education. However, the practical application of VR technology in foreign language education is still in its early stages. The growing interest in it is primarily reflected in theoretical research focusing on the general advantages and disadvantages of virtual reality technology in language education without taking into account the specifics of the subject and the level of education. At the same time, the theoretical and methodological foundations, such as pedagogical approaches, as well as methodological and specific methodological principles of applying this technology for foreign language teaching in higher education, have not yet been sufficiently addressed in scientific and methodological literature. The aim of this study is to identify the didactic possibilities and challenges of using VR technology in foreign language teaching in higher education by taking into account the type of communication represented in the VR-application. As a result of the analysis of scientific and methodological literature on this issue and the experience of implementing VR in foreign language teaching at Ural Federal University named after B. N. Yeltsin, the general advantages, disadvantages, and challenges of integrating VR technology in language education at the university level throughout all disciplines and educational levels were identified, as well as the specific advantages and challenges. The main general advantages are increased motivation and interest in learning foreign languages, the development of inclusive education, increasing the confidence of students, overcoming the language barrier and generally increasing the effectiveness of learning foreign languages. The specific advantages, depending on the type of communication in the VR application, include the avoidance of using the native language, interdisciplinary integration, a high level of feedback, and the predictability of foreign language communication scenarios. The main general disadvantages of virtual reality technology in education are the cost of equipment, insufficient competence of teachers, limited content, possible harm to health, as well as the lack of standards for the use of this technology in education. The main challenges in the context of using VR in foreign language teaching in higher education are organizational constraints, which are associated with the specifics of the discipline. Key principles (interactivity, connection of theory with practice, speech diversity, closeness to reality, assessability) and approaches (activity, professional and personal-oriented, communicative), applicable in the process of using VR in teaching foreign languages are identified and substantiated. Virtual reality applications for teaching a foreign language are considered and the possibility of their use in the educational process in higher education is analyzed. The authors declare no conflicts of interests.

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