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