INCLUSIVE ASSESSMENT PRACTICES USING VR AND AR TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING

Abstract

This study explores the potential of Virtual Reality (VR) and Augmented Reality (AR) technologies to enhance inclusive assessment practices in English language learning. The primary objective was to identify how immersive and interactive environments can provide fairer and more flexible assessment opportunities for students with diverse learning needs and abilities. The research employed a qualitative review of recent literature combined with classroom-based trials of VR/AR applications, including simulated communicative tasks and AR-enhanced exercises. Data were gathered through teacher–student observations and feedback from learners with different educational needs. Findings indicate that VR simulations enable students to demonstrate communicative competence in authentic scenarios, such as ordering food or navigating travel situations, while AR tools support multimodal assessment by integrating pronunciation models, visual markers, and contextual vocabulary. These approaches proved particularly effective for students with dyslexia, autism spectrum conditions, or hearing impairments, as adaptive features such as subtitles, haptic signals, and customizable interfaces facilitated participation. Moreover, VR/AR assessments were found to reduce test-related anxiety, increase motivation, and encourage the use of real communication strategies rather than rote responses. The study highlights the significance of VR and AR in fostering inclusive, differentiated, and student-centered assessment in English language education. By aligning evaluation with real-life communicative tasks, these technologies not only promote equity but also strengthen learners’ confidence, motivation, and intercultural competence. The findings suggest that integrating VR/AR into assessment design holds considerable potential for the future of English language pedagogy