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.

53 for therapeutic exercises; maintaining medical documentation and completing international patient assessment forms; processing technical instructions for equipment operation; and participating in international programs, internships, projects, etc. These professional situations may serve as a foundation for designing simulation-based ESP activities aimed at developing students‘ English-language communicative competence. Simulation scenarios can involve conducting initial patient assessments, obtaining medical histories, explaining rehabilitation procedures and treatment plans, providing recommendations for home- based therapy, completing patient records, and discussing clinical cases with colleagues. Furthermore, simulations may recreate interactions with international patients, collaboration within multidisciplinary healthcare teams, and communication during professional meetings, conferences, or international rehabilitation projects. These simulation-based activities enable learners to practise English in authentic professional contexts while simultaneously developing the communicative and interpersonal skills required for their future careers. It should be noted that simulation activities should be implemented progressively, moving from highly structured tasks with clearly defined roles and language support to more complex scenarios requiring spontaneous professional communication and independent decision-making. In conclusion, role-play simulations have considerable potential for teaching ESP to future physical therapists. Their integration into the learning process can significantly enhance the development of English- language communicative competence, facilitate the transfer of language knowledge to authentic clinical contexts, and strengthen students‘ readiness for professional communication in international healthcare environments. REFERENCES: 1. H. Zadilska, M. Zaveriushchenko, V. Horlachova, S. Tsymbal (2024). The role of simulation games in preparing students for communicative foreign language teaching. Retrieved from: URL: https://www.researchgate.net/publication/386369759 (date of access: 12.06.2026) 2. Zakutajeva, T. (2022). Simulation-based medical English learning model – Bridging the gap between medical practice and university classroom. Riga LINCS 2022, Riga, Latvia Retrieved from: URL: https://science.rsu.lv/en/publications/simulation-based-medical-english-learning-model-bridging-the- gap--2/ (date of access: 13.06.2026) 3. Manuaba, I., Yani, M., Indrakusuma, A., Dewi, K., Wulandari, P., Mahadipaka, N., Sasmitha, N., & Supadmanaba, I. (2026). Integrating simulation, role-play, and technology in physiotherapy education: A narrative review on teaching methods for patient education. Physical Therapy Journal of Indonesia, 7(1), 25–34 Retrieved from: URL: https://ptji.org/index.php/ptji/article/view/399/389 (date of access: 13.06.2026) 4. Shevchenko, Yu. V., Sikaliuk, A. I., & Bykonia, O. P. (2025). Formuvannia profesiino oriientovanoi komunikatyvnoi kompetentnosti maibutnikh fizychnykh terapevtiv [Developing professionally oriented communicative competence of future physical therapists]. Innovatsiina Pedahohika [Innovative Pedagogy], 88, 230–235.