Virtual research laboratory in foreign language teaching: Strategies and role

Abstract

With the growth of technology and the availability of virtual tools, the creation of interactive and dynamic learning environments that increase students’ interest and motivation becomes relevant and possible. The study aimed to analyse and evaluate the effectiveness of using virtual laboratories in the process of learning foreign languages. Analytical research methods, generalisation, systematisation, and surveying were used in the research. The study demonstrated that virtual reality (VR) could change the traditional approach to language learning through immersive experiences of students’ interaction with language structures. The article highlighted technical and pedagogical challenges that require an integrated approach. The study confirmed that mobile learning and augmented reality (AR) offer new education opportunities, providing interactivity and personalisation. The research concluded that augmented reality could improve the learning of complex concepts and increase student motivation. This article highlighted a need for effective pedagogical strategies for the successful implementation of virtual reality and augmented reality. A survey of students at Northwest Normal University was also conducted. The survey of students who use virtual labs to learn foreign languages indicates that they are more effective and useful for the learning process, including the use of Duolingo, Rosetta Stone, Babbel, Memrise, Busuu, Lingodeer, BBC Languages, and Italki. Although the majority of students have a positive attitude towards this technology, some prefer traditional methods, which indicates the need for additional adaptation and support of virtual resources to ensure their optimal effectiveness. The study findings can be used to adapt existing foreign language curricula and courses to the use of virtual research laboratory tools