Аңдатпа
This study aims to develop and empirically validate an integrated model combining immersive technologies, gamification mechanisms, and digital learning strategies to enhance professional foreign language competence among future tourism specialists. The research was conducted using a quasi-experimental design with 45 undergraduate tourism students divided into control and experimental groups. The experimental group engaged in immersive VR-based simulations and gamified scenario progression integrated into a digital learning environment, while the control group followed traditional instruction. Quantitative data were analyzed using IBM SPSS Statistics. Due to non-normal distribution of several variables, the Mann–Whitney U test was applied. The experimental group demonstrated statistically significant improvements in post-test scores (U = 128.5, p = 0.003), with a medium-to-large effect size (r ≈ 0.48). Gain analysis revealed that performance growth in the experimental group (+11.42) was more than four times higher than in the control group (+2.46). Reliability analysis confirmed good internal consistency of the professional competence test (Cronbach’s α = 0.81) and substantial inter-rater agreement for speaking assessment (Cohen’s κ = 0.76). Qualitative findings indicated increased professional confidence, reduced communicative anxiety, and higher emotional engagement among students in the immersive–gamified environment. The study demonstrates that immersive simulation combined with structured gamification produces multidimensional effects on cognitive, behavioral, and professional competence development. The proposed integrated model provides a scalable framework for tourism language education, particularly relevant for regions with limited access to authentic international practice.