VIRTUAL REALITY IN FOREIGN LANGUAGE LEARNING: OPPORTUNITIES AND CHALLENGES

Abstract

The article examines the specific features of implementing virtual reality technologies in the process of foreign language learning in higher education institutions. The study analyzes contemporary research on VR integration into language education and refers to the concept introduced by Jaron Lanier, who coined the term “virtual reality.” It also highlights the practical experience of leading universities such as Duke University, University of Wisconsin-Madison, and Cornell University, which actively integrate immersive technologies into their educational practices. The article argues that virtual reality creates an interactive three-dimensional learning environment that ensures a strong sense of immersion and enhances the development of linguistic, communicative, and intercultural competences. Particular attention is paid to the opportunities for modeling professional situations, practicing academic and business communication, and increasing students’ motivation. VR technologies enable learners to combine theoretical knowledge with practical experience, thereby facilitating the acquisition of sustainable communicative behavior patterns in real-life contexts. At the same time, the study identifies several challenges related to VR implementation, including technical limitations, high equipment costs, risks of cyber sickness, possible social isolation of learners, and the need to align VR content with pedagogical objectives and curricula. The importance of hybrid learning models that combine virtual and traditional classroom activities is emphasized as a way to preserve social interaction and emotional support in the educational process.