Integrating VR/AR Technologies into Literary Text Instruction: A Multimodal Linguistic Approach to Teaching Kazakh Literature

Authors

  • Botakoz Tleubekova

    Faculty of Philology, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan
  • Aiman Kaudyrova

    Faculty of Musicology and Piano, K. Baiseitova Kazakh National University of Arts, Astana 010000, Kazakhstan
  • Aizat Ibrayeva

    Faculty of Philology, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan
  • Yedilbay Ospanov

    Faculty of Philology, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan
  • Zhanar Seisembayeva

    Faculty of Philology, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan
  • Akgul Zhussupova

    Faculty of Philology, Al-Farabi Kazakh National University, Almaty 050040, Kazakhstan
  • Gulzhannat Dukembay

    Faculty of Musicology and Piano, K. Baiseitova Kazakh National University of Arts, Astana 010000, Kazakhstan
  • Adil Zhakulayev

    Department of Kazakh Language and Literature,Bolashaq Academy, Karaganda 100000, Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i10.11483
Received: 4 August 2025 | Revised: 18 August 2025 | Accepted: 5 September 2025 | Published Online: 28 September 2025

Abstract

This study explores the integration of Virtual Reality (VR) and Augmented Reality (AR) technologies into the instruction of literary texts, with a specific focus on Kazakh literature. As contemporary education increasingly adopts digital tools, the potential of immersive technologies in enhancing literary comprehension remains underexplored, particularly in minority and non-Western language contexts. By adopting a multimodal linguistic approach, this research investigates how virtual and augmented environments can facilitate a deeper understanding of stylistic features, narrative structures, character development, and cultural-linguistic nuances embedded in literary discourse. The theoretical framework draws upon systemic functional linguistics and multimodality theory, highlighting how meaning is constructed through verbal, visual, and spatial modes in digitally mediated literary experiences. The study involved an experimental classroom-based implementation where undergraduate students interacted with selected excerpts from modern Kazakh prose and poetry via VR/AR applications. Data were collected through pre- and post-intervention surveys, focus group discussions, and linguistic performance tasks to evaluate changes in students' interpretive abilities, emotional engagement, and semantic awareness. Findings reveal that VR/AR integration fosters enhanced cognitive involvement and emotional resonance, supporting more embodied and context-rich engagement with literary texts. The immersive experience allowed students to visualize abstract literary concepts, engage with multimodal stimuli, and develop a more nuanced appreciation of linguistic expression. Overall, the study provides pedagogical insights into how immersive technology can transform literary education. It contributes to the fields of digital humanities, applied linguistics, and literature pedagogy by offering a theoretically grounded and practically implementable model for teaching literature in digitally enhanced learning environments.

Keywords:

Virtual Reality (VR); Augmented Reality (AR); Multimodal Linguistic Approach; Kazakh Literature Instruction; Digital Humanities; Literary Discourse Analysis

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How to Cite

Tleubekova, B., Kaudyrova, A., Ibrayeva, A., Ospanov, Y., Seisembayeva, Z., Zhussupova, A., Dukembay, G., & Zhakulayev, A. (2025). Integrating VR/AR Technologies into Literary Text Instruction: A Multimodal Linguistic Approach to Teaching Kazakh Literature. Forum for Linguistic Studies, 7(10), 811–823. https://doi.org/10.30564/fls.v7i10.11483

Issue

Vol. 7 , Iss. 10 (October 2025): In progress

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Article

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Copyright © 2025 Botakoz Tleubekova, Aiman Kaudyrova, Aizat Ibrayeva, Yedilbay Ospanov, Zhanar Seisembayeva, Akgul Zhussupova, Gulzhannat Dukembay, Adil Zhakulayev

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.