Didactic potential of VR technologies in teaching Russian as a foreign language at the pre-university stage

Virtual reality (VR) is increasingly considered as a tool for immersive language learning, yet its didactic potential in teaching Russian as a Foreign Language (RFL) at the pre-university stage has received almost no empirical verification. The aim of this study is to evaluate the effectiveness of VR technologies in developing the communicative competence of international students enrolled in a preparatory program. A quasi-experimental design was applied: the experimental group (n = 35) received instruction integrating VR scenarios within a virtual Russian-speaking city environment, while the control group (n = 33) followed a traditional curriculum. Diagnostics were based on adapted TORFL subtests (listening, speaking, reading, writing; scale 0–100) and a motivation questionnaire (7-point Likert scale, Cronbach’s α = 0.84). Results: the cumulative score gain in the experimental group was 26.1 points (Mdn) versus 13.9 in the control group (U = 276, p < 0.001, r = 0.45). The largest effects were observed in listening (r = 0.40) and speaking (r = 0.44); reading and writing showed smaller differences. Motivation for language learning increased significantly more in the experimental group compared to the control group (r = 0.42). The findings support a hybrid model in which VR scenarios complement but do not replace classroom instruction.

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