Mariya Shramenko is an English language educator and researcher interested in integrating digital technologies into language teaching. Her work focuses on intercultural competence, cultural aspects of language learning, and the use of innovative educational tools such as virtual tours in the classroom. She has experience teaching secondary school students and developing practical approaches that help learners connect language with real-world cultural contexts.

 

Introduction

In modern language education, learning a foreign language is no longer limited to mastering grammar and vocabulary. Communication in a globalised world requires an understanding of culture, traditions, social norms, and ways of thinking in other societies. English, as an international language, connects people from different cultural backgrounds, and therefore teaching English should include not only linguistic knowledge but also cultural awareness.

However, many teachers face a common problem: how to introduce authentic cultural experiences into the classroom. Traditional textbooks often provide limited cultural information and may not fully engage students. As a result, learners sometimes perceive culture as a static set of facts rather than a living and dynamic reality.

Digital technologies offer new possibilities for overcoming this challenge. One of the most promising tools is the use of virtual tours, which allow students to explore places around the world without leaving the classroom. Virtual tours can provide immersive visual experiences and encourage students to observe, discuss, and reflect on cultural differences.

This article explores how virtual tours can be used in English lessons to connect language learning with cultural exploration. It also presents practical classroom activities that teachers can use to develop students’ intercultural awareness and communicative skills.

 

Culture in language learning

Language and culture are deeply interconnected. When students learn a language, they also learn ways of thinking, behaving, and interacting within another cultural environment. Cultural understanding helps learners interpret meaning correctly and avoid misunderstandings in communication.

Intercultural competence involves several important elements:

• awareness of cultural differences
• respect for other cultures
• the ability to interpret cultural behaviour
• openness to new perspectives

In language education, developing intercultural competence means helping students see the world from different viewpoints. Students learn not only how to speak English but also how people in other countries live, communicate, celebrate traditions, and solve everyday problems.

Teachers often try to introduce culture through:

• texts in coursebooks
• videos and documentaries
• discussions about traditions and customs

While these methods are useful, they sometimes lack immediacy and authenticity. Students may read about famous places such as museums, historical landmarks, or cities, but they rarely experience them visually or interactively.

Virtual tours offer a way to bridge this gap.

 

What Are Virtual Tours?

A virtual tour is a digital simulation of a real location that allows users to explore a place through images, panoramic views, videos, or interactive elements. Many museums, historical sites, and cities now offer virtual tours online.

Through virtual tours, students can “walk” through famous places, observe architecture, artworks, landscapes, and everyday environments, and listen to explanations about cultural or historical aspects of these places.

Examples of places that students can explore include:

• museums
• historical landmarks
• famous cities
• cultural festivals
• natural landscapes

Some well-known platforms offering virtual tours include Google Arts & Culture, which provides access to thousands of museums and cultural institutions worldwide. Students can also explore landmarks through Google Earth, which allows them to navigate cities and landscapes in detail.

These tools transform passive learning into an active discovery process.

 

Why virtual tours are effective in language teaching

Virtual tours combine visual learning, cultural exploration, and communication practice. They help students engage with language in meaningful contexts.

One of the main advantages of virtual tours is that they create situational communication. Instead of discussing abstract topics, students talk about what they actually see. For example, when students explore a virtual museum, they may describe artworks, express opinions, ask questions, or compare cultural elements.

Virtual tours also increase student motivation. Teenagers are naturally interested in digital technologies and interactive environments. When teachers use virtual tours, lessons often become more dynamic and memorable.

Another benefit is accessibility. Schools that cannot organise real excursions can still provide students with experiences of visiting world-famous cultural sites.

Finally, virtual tours help students develop observational skills. They learn to pay attention to details such as architecture, clothing, symbols, or everyday scenes that reflect cultural identity.

 

Preparing a virtual tour lesson

Successful use of virtual tours requires thoughtful preparation. Teachers should plan activities that guide students through observation, discussion, and reflection.

A typical virtual tour lesson can be organised in three stages:

1. Pre-tour stage

Before the virtual exploration begins, students need background knowledge and motivation.

Teachers may:

• introduce the place students will visit
• discuss its historical or cultural importance
• pre-teach key vocabulary
• ask prediction questions
• For example, if students are going to explore London, the teacher might ask:
• What famous landmarks do you know in London?
• What cultural traditions are associated with this city?
• What would you like to see there?

This stage activates students’ prior knowledge and prepares them for the experience.

2. Tour stage

During the virtual tour, students observe and interact with the environment. Teachers can assign different tasks to maintain engagement.

Possible activities include:

• describing objects or buildings
• identifying cultural elements
• answering observation questions
• taking notes about interesting details
• Students may work individually, in pairs, or in small groups.
• For instance, each group can focus on a different aspect of the place:
• architecture
• art
• history
• daily life

This encourages collaborative learning.

3. Post-tour stage

After the exploration, students reflect on what they saw and discuss their impressions.

Post-tour activities may include:

• group discussions
• presentations
• writing short descriptions
• comparing cultures

This stage is crucial for developing intercultural awareness.

Students can answer questions such as:

• What surprised you?
• What cultural differences did you notice?
• What similarities exist between this culture and your own?

Through reflection, students connect visual experiences with deeper cultural understanding.

 

Example classroom activity

The following activity illustrates how a virtual tour can be integrated into an English lesson.

Activity: Visiting a Virtual Museum

Level: Upper secondary school
Time: 45–60 minutes

 

Step 1: Warm-up

The teacher asks students:

• Have you ever visited a museum?
• What kind of museums do you like?
• Why do people visit museums?
• Students share their opinions in pairs.

Step 2: Introduction of vocabulary

The teacher introduces useful vocabulary:

• exhibition
• gallery
• sculpture
• painting
• historical artefact

Students practise using these words in simple sentences.

Step 3: Virtual exploration

Students explore a virtual museum using computers or a projector.

The teacher asks them to find:

• an artwork they like
• an artwork they find unusual
• an artwork that represents cultural history
• Students take notes during the exploration.

Step 4: Discussion

Students work in groups and discuss their findings.

They answer questions such as:

• Which artwork impressed you the most?
• What does it tell us about the culture of that country?
• Would you like to visit this museum in real life?

Step 5: Reflection

Students write a short paragraph describing their favourite exhibit and explaining why it is culturally significant.

 

Developing intercultural competence

Virtual tours help students move beyond simple cultural knowledge toward deeper intercultural competence. When students observe cultural spaces such as museums, streets, markets, or monuments, they begin to understand how culture is expressed in everyday environments.

For example, architecture may reflect historical traditions, social values, or religious beliefs. Public spaces may show how people interact and organise community life.

Teachers can encourage students to analyse such observations by asking reflective questions:

• Why do you think this building looks different from buildings in our country?
• What cultural values might be reflected in this place?
• How do people behave in this environment?
• These questions encourage critical thinking and cultural empathy.

 

Student engagement and motivation

One of the most noticeable effects of using virtual tours is increased student engagement.

Students often feel excited when they can explore famous places such as:

• art museums
• historical monuments
• international cities

They experience a sense of discovery and curiosity, which supports active learning.

Interactive learning also encourages communication. Students naturally want to share what they see, describe interesting details, and compare opinions with classmates. This type of communication is authentic and meaningful, which supports language development.

 

Challenges and possible solutions

Despite their advantages, virtual tours may present certain challenges.

One challenge is technical accessibility. Not all classrooms have sufficient digital equipment or stable internet connections.

Teachers can address this problem by:

• using a projector instead of individual devices
• downloading images in advance
• preparing screenshots of important locations

Another challenge is student distraction. When exploring digital environments, students may lose focus on learning objectives.

To prevent this, teachers should provide clear tasks and time limits.

Finally, some students may struggle with describing visual information in English. Teachers can support them by providing vocabulary lists or sentence starters such as:

• I can see…
• This place reminds me of…
• It seems that…

These strategies help students express their ideas more confidently.

 

Conclusion

Virtual tours offer a powerful way to connect language learning with cultural exploration. They bring authentic cultural environments into the classroom and allow students to experience places they might never visit in person. Through virtual tours, students practise describing, analysing, and discussing cultural elements while using English in meaningful contexts. They also develop intercultural awareness, curiosity about other societies, and respect for cultural diversity.

For teachers, virtual tours provide a flexible and engaging tool that can enrich traditional lessons. With thoughtful preparation and clear learning goals, they can transform ordinary language activities into immersive cultural experiences. As digital technologies continue to evolve, integrating virtual exploration into language education may become an increasingly important way to prepare students for communication in a globalised world.

 

References

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.

Liddicoat, A., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Wiley-Blackwell.

 

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