The use of virtual reality technologies for the formation of professional communication skills in English among environmental auditors

Abstract

The article examines the effectiveness of the use of virtual reality (VR) technologies for the formation of professional communication skills in English among environmental auditors. The relevance of the research is due to the growing need for specialists who are able to effectively interact internationally in the context of globalizing environmental problems, where proficiency in professional English is a critically important competence. The authors note the insufficiency of traditional teaching methods for working out the real communicative situations faced by auditors (holding meetings, presenting reports, negotiations). The research materials and methods included a pedagogical experiment involving 84 graduate students, divided into control and experimental groups. The experimental group was trained using specially developed VR scenarios simulating professional environmental audit situations in English (virtual meetings, dialogues with "customers", preparation of reports). The control group used traditional methods (classroom classes, textbooks). Oral and written tests, self-assessment scales, motivation, stress levels, engagement, and vocabulary were used to assess effectiveness. The results demonstrate a statistically significant advantage of the experimental group. The average score of the oral test in the VR group was 39.12±3.34 versus 28.73±2.91 in the control group; the written test was 41.46±3.02 versus 31.08±3.25. Self-assessment of learning effectiveness was also significantly higher (8.16±1.24 versus 5.22±1.31). The VR group showed significantly higher motivation (17.39±2.28 versus 12.17±2.22), lower stress levels (4.42±1.18 vs. 6.53±1.41), greater engagement (0.82±0.06 vs. 0.56±0.08), and a better vocabulary (37.21±2.94 vs. 26.48±3.05). Discussion of the results confirms the hypothesis about the effectiveness of VR. Realistic simulation of professional situations, which ensures the practical application of language, stress reduction due to a safe environment for mistakes, high interactivity and engagement, which increase motivation, are recognized as key success factors. The greatest increase in skills was observed among students with an average initial level of language. The authors conclude that VR technologies have a high potential as an addition to traditional teaching methods for preparing environmental auditors for effective international communication and recommend their implementation in curricula with the adaptation of scenarios to the level of students.