Enhancing ESP Speaking Competence Through Simulation-Based Learning: A Systematic Review of Pedagogical Practices, Learning Outcomes, And Emerging Research Gaps

This systematic review examines the pedagogical and psychological foundations of developing English for Specific Purposes (ESP) speaking competence through simulation-based learning. Drawing on 30 empirical and theoretical studies spanning applied linguistics, educational technology, and professional education, the review synthesizes evidence on diverse simulation formats including virtual reality, role-play, game-based platforms, avatar-mediated environments, and AI conversational agents in reducing foreign language anxiety (FLA), enhancing motivation, and improving oral production. A four-stage pedagogical model (Activation → Cognitive-Communicative Training → Communicative Production → Reflection) is proposed, grounded in task-based language teaching, experiential learning, and situated cognition. While adopting a general ESP perspective, the review incorporates illustrative examples from professional domains such as architecture and engineering. The findings highlight the effectiveness of simulation-based approaches for developing speaking competence and identify emerging research gaps, particularly in relation to controlled experimental designs and long-term learning outcomes.

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