Linguodidactic potential of metaverse language environments for teaching Russian as a foreign language

Abstract

Since 2020, the term “metaverse” has been spontaneously used in both scientific and media discourse, particularly in relation to multiplayer virtual worlds and the new generation of the Internet Web3. These resources spontaneously form artificial language environments, which are sometimes used within the communicative approach to foreign language teaching. However, there is no common definition of the metaverse in the scientific literature. The aim of this study is to analyze the linguodidactic potential of virtual language environments in metaverses for communicative teaching of Russian as a foreign language. This study examines the features of metaverses in the context of virtual learning and the broader scientific discourse dedicated to modern approaches to computer-assisted linguodidactics. The research employed a comprehensive set of methods, including scientific observation, critical analysis of literature, study and synthesis of foreign language learning experiences using v-learning technologies as described by foreign scientists, and terminological analysis. The study resulted in an analysis of the linguodidactic potential based on the most current scientific works on the topic. A set of identified features led to an updated understanding of the metaverse as a technology in education. The findings suggest that virtual language environments in metaverses have high linguodidactic potential for communicative teaching of Russian. Virtual language environments in metaverses possess several properties inherent to real ones, which enhances students’ motivation and deep engagement in the learning process. This prospectively justifies the expansion of these technologies in distance learning of Russian as a foreign language.

Keywords

• rlf
• communicative learning
• computer-assisted language learning
• v-learning
• virtual language environments