SIMULATION-BASED ESP LEARNING AS A MEANS OF DEVELOPING PROFESSIONAL LINGUISTIC IDENTITY IN FUTURE ARCHITECTS WITHIN GLOBALIZED EDUCATIONAL ENVIRONMENTS

Annotasiya

This study investigates simulation-based English for Specific Purposes (ESP) learning as an effective pedagogical approach for developing the professional linguistic identity of future architects in increasingly globalized educational and professional environments. The research examines how authentic simulations, role-plays, digital design scenarios, project presentations, and interdisciplinary collaborative tasks contribute to the formation of communicative competence and professional self-concept among architecture students. Particular attention is given to the integration of real-world architectural discourse into ESP instruction, enabling learners to acquire specialized terminology, negotiation strategies, presentation skills, and intercultural communication abilities required in international architectural practice.

The study draws upon communicative language teaching, task-based learning, and sociocultural theories of identity formation to demonstrate that simulation-based ESP instruction enhances students’ ability to operate within multilingual and multicultural professional contexts. The findings indicate that immersive simulations create cognitively and professionally meaningful learning environments in which students actively construct their linguistic and professional identities through authentic interaction and problem-solving activities. Furthermore, digital simulations and virtual collaborative platforms are shown to increase learner engagement, autonomy, and contextualized language acquisition, preparing future architects for participation in global professional communities.

The research also emphasizes the growing importance of English as a lingua franca in architecture, where international cooperation, academic mobility, and transnational design projects require advanced professional communication skills. The results suggest that simulation-based ESP learning significantly improves students’ professional discourse competence, confidence in professional interaction, and readiness for globalized workplace communication. Consequently, the study supports the integration of simulation technologies and authentic communicative tasks into ESP curricula for architecture students as a means of bridging the gap between academic preparation and professional practice.