IMMERSIVE TECHNOLOGIES AS A MEANS OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN NEW UKRAINIAN SCHOOL STUDENTS

Abstract

The rapid development of digital technologies and the implementation of the New Ukrainian School (NUS) concept have intensified the need to integrate innovative educational approaches aimed at developing key 21st-century competencies, including foreign language communicative competence, digital literacy, critical thinking and collaboration skills. In this context, immersive technologies (augmented and virtual reality) offer significant pedagogical potential for enhancing the effectiveness of foreign language teaching in secondary education.
Purpose. The purpose of the article is to investigate the feasibility and effectiveness of using immersive technologies in foreign language teaching in general secondary education institutions and to analyze the potential of AR-applications for developing students’ foreign language communicative competence.
Methods. The research is based on a combination of theoretical and empirical methods, including analysis and generalization of scientific literature, comparison of AR applications, pedagogical observation, and questionnaire surveys conducted among teachers and students to assess their readiness to use immersive technologies in the educational process.
Results. The study systematizes scientific approaches to defining immersive technologies and identifies their didactic potential in foreign language learning, particularly for creating authentic communicative environments, modeling real-life situations, and increasing students’ motivation. The results of the survey demonstrate a generally positive attitude of students toward the use of immersive technologies and a potential readiness of teachers, provided appropriate methodological support, is ensured. A comparative analysis of AR-applications (AR Loopa, Assemblr EDU, AR Book, Halo AR and Augment) revealed that Halo AR and Assemblr EDU are the most effective tools for developing foreign language communicative competence due to their interactivity, flexibility, and potential for content creation and multimedia integration.
Originality. The scientific novelty of the study lies in the comprehensive analysis of immersive technologies in the context of foreign language teaching within the NUS framework, the assessment of participants’ readiness to use such technologies, and the identification of the most effective AR-apps for developing communicative competence.
Conclusion. The findings confirm the pedagogical value of immersive technologies in enhancing the quality of foreign language education. It is recommended to develop methodological guidelines for teachers and provide professional training to improve their digital competence. Further research should focus on expanding empirical evidence regarding the impact of immersive technologies on learning outcomes and developing subject-specific methodologies for their effective implementation.