Proceedings of the International scientific and practical conference ―Oxford International Science Forum‖ (June 15-17, 2026) / Publisher website: www.naukainfo.com. - Oxford, United Kingdom, 2026. - 84 p.

52 PEDAGOGYAND EDUCATION UDC 371.3 Yuliia Shevchenko a senior lecturer Chernihiv Polytechnic National University Chernihiv, Ukraine ROLE-PLAY SIMULATIONS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES TO FUTURE PHYSICAL THERAPISTS Abstract. The growing need for physical rehabilitation specialists capable of communicating effectively in international professional environments has increased the importance of developing the English-language communicative competence of future physical therapists. This paper examines the potential of role-play simulations in teaching English for Specific Purposes (ESP) to future physical therapists and proposes simulations based on typical professional communication situations encountered in physical therapy practice. Keywords: english for Specific Purposes, role-play simulations, future physical therapists, English communicative competence, professional communication. In the context of Ukraine‘s integration into the international healthcare community, future physical therapists are expected not only to possess professional knowledge and practical skills but also to communicate with foreign patients and colleagues. Moreover, the ongoing war in Ukraine has led to a growing demand for physical rehabilitation specialists capable of interacting effectively within international professional settings. Consequently, the development of students‘ English-language communicative competence has become an important component of their professional training. However, many learners experience difficulties in applying theoretical foreign language knowledge to authentic professional communication. To address this challenge, practice-oriented teaching methods should be implemented. Among these methods, role-play simulations occupy a special place as they facilitate the application of language skills in realistic professional settings. The paper aims to explore the potential of role-play simulations in teaching ESP to future physical therapists and to propose simulations aimed at developing their professional English-language communicative competence. In the field of ESP , simulation can be defined as a teaching method that recreates professional situations in a learning environment, enabling students to practice language skills while performing tasks related to their future profession. In the context of teaching ESP to future physical therapists this teaching method involves recreating authentic professional situations that physical therapists may encounter in their physical therapy practice. The educational value of role-play simulations lies in their ability to create a meaningful and interactive learning environment. They encourage students to use English for authentic communication purposes, increase motivation and promote confidence in professional interactions. Furthermore, role-play simulations contribute to the development of critical thinking, decision-making, problem-solving, and interpersonal communication skills, which are essential for successful professional practice of healthcare professionals. Simulation games create an emotionally safe environment for students, which helps improve their knowledge of foreign languages and communication without worrying about mistakes, including enjoyment, competition, and challenge [1, p. 177]. Studies [2, 3] demonstrated that simulations are particularly effective in the professional training of healthcare students, as they bridge the gap between classroom learning and real-world clinical practice. To integrate simulations into ESP teaching to future physical therapists, first of all, teachers should identify the most common professional situations that students are likely to encounter in their physical therapy practice. These situations should be based on authentic clinical contexts and involve communicative tasks that require the use of specialized terminology and professional discourse. The findings of the reseach [4] revealed that the most common professional situations encountered by physical therapists include: conducting patient consultations; explaining rehabilitation plans and instructions