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Abstract
This article posits the integration of Virtual Reality (VR) into language pedagogy as a fundamental epistemological shift, moving beyond its conceptualization as a mere technological tool. This article synthesizes classical linguistic theories with empirical VR studies and Uzbekistan’s digital education policies, demonstrating enhanced communicative competence through immersive tools. Analysis of meta-reviews reveals VR’s superiority in skill acquisition, urging policy-aligned implementation in linguodidactics.
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