ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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IMPLEMENTING IMPLICIT METHOD FOR
TEACHING TOURISM-
RELATED TERMINOLOGY USING INFORMATION TECHNOLOGIES
Nishanova Xafiza Vafokulovna
“Teaching English Language Methodology №3”
Uzbek State University of World Languages
Annotation:
This article examines the implementation of an implicit learning
approach for teaching tourism-specific terminology, leveraging information
technologies to facilitate incidental acquisition of vocabulary. We contrast implicit
learning with traditional explicit methods, review relevant literature in tourism
education and e-learning, and propose a blended‑learning instructional model. A pilot
study with tourism students evaluates the efficacy of embedded terminology in
interactive digital environments. Results suggest improved retention, fluency in usage,
and learner motivation. Recommendations for integrating immersive tools,
scaffolding, and multimodal content are provided for practitioners and researchers.
Key words:
implicit learning, tourism terminology, educational technology, ESP,
information and communication technologies (ICT), blended learning, immersive
learning, gamification, scaffolding, authentic learning environments.
Teaching specialized terms in tourism (e.g. itinerary, excursion, cultural heritage)
is pivotal in ESP courses for guides, hotel staff, and travel agents. Traditional explicit
methods (lists, definitions, drills) often lead to rigid memorization. In contrast, implicit
learning occurs incidentally—in authentic contexts—leading to deeper conceptual
grasp and better transfer
scientifictrends.org
. This method aligns with practices in multimodal and immersive learning (e.g.,
VR), achieving enhanced learner engagement.
The concept of implicit learning—acquisition of complex information
unintentionally - has been widely studied since the 1960s. Reber, Shanks & St. John,
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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and others define it as rule acquisition without conscious awareness, relying on
working memory and attentional mechanisms.
In the educational domain, this contrasts sharply with explicit instruction,
typically involving rules, definitions, and formal explanations.
In English for Specific Purposes (ESP) and tourism education, terminology
mastery is critical. However, traditional explicit methods (glossaries, drills) may limit
deep understanding and usage in authentic contexts. Research in Central Asia (e.g.,
Uzbekistan) highlights the efficacy of scaffolding techniques, where instructors
support
learners
through
gradually
autonomous
tasks—enhancing
both
comprehension and contextual use of tourism terms.
Tourism education has increasingly integrated technologies across curricula:
Instructional Technology Tools: VR, online simulations, game-based learning,
social media and MOOCs have been shown to enrich content delivery, engagement,
and authentic practice.
Immersive Technologies (AR/VR): Systematic reviews affirm that AR and VR
positively affect diverse tourism domains—marketing, guidance, heritage
interpretation—by enhancing presence, engagement, and knowledge transfer.
Gamification / Edutainment: Game mechanics like storytelling, rewards, and
quizzes not only entertain but effectively convey cultural and terminology knowledge
in tourism contexts.
Digital transformation in tourism is a rapidly growing research domain,
emphasizing ICT, mobile systems, and digital literacy:
Reviews in tourism ICT emphasize marketing systems, social media, and
recommendation services, revealing a maturation of research in both consumer and
supplier usage contexts.
A bibliometric study positions digital literacy as essential for future tourism
professionals, encouraging integration of ICT skills in curriculum to bolster
employability and effective digital engagement.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Learning grounded in authentic tasks—simulating real-world tourism challenges
online (e.g., virtual bookings, destination planning)—enhances transfer of knowledge
and professional readiness. Blended learning, combining online and in-person
modalities, further supports context-rich, flexible pedagogy.
Integrative research indicates that embedding tourism terminology incidentally
within ICT-mediated contexts—interactive readings, gamified applications, VR
tours—can facilitate implicit acquisition and fluent usage. The fusion of scaffolding
techniques with immersive, authentic, and gamified platforms addresses both
cognitive and motivational dimensions of learning.
Yet, many studies caution that pedagogical designs often lack strong theoretical
grounding, particularly when linking implicit learning theory with technology-
enhanced instruction. Most reviews note a need for further empirical evidence
comparing cost-effectiveness and learning outcomes across different technologies.
Blended learning models combine LMS, online modules, and classroom activities
to personalise instruction.
Interactive tools (forums, simulations, quizzes) enhance professional
competencies and authentic term usage.
Immersive technologies like AR/VR promote context-rich learning experiences
and incidental vocabulary exposure.
Recent Central Asian studies highlight scaffolding and interactive methods for
tourism term instruction in Uzbekistan. These emphasize combining technology with
ESP.
We propose a third-generation implicit method, embedding terminology in:
Interactive reading (blog posts, virtual tours, chatbot dialogues)
Gamified tasks (e.g. matching terms to images)
Synchronous online simulations (role-play in booking, guiding, hospitality)
Surveys show higher motivation and confidence scores.
Blended approach enables scaffolded progression, combining explicit and
implicit methods effectively.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Immersive previews via AR/VR offered authentic exposure and word
associations
Curriculum designers: integrate implicit tasks into ESP textbooks and lessons.
Teachers: use tech tools to embed terms in real-world interactions.
Tech developers: create tourism-specific AR/VR modules annotated with target
terminology.
Study context localized to one region/university; needs replication
internationally.
Technological access disparities may affect scalability.
Future studies might use eye-tracking to measure implicit acquisition or assess
long-term retention beyond one semester.
Implementing an implicit learning framework using information technologies for
tourism terminology shows promise: deeper retention, better contextual usage, and
enhanced learner engagement. This aligns with current ESP literature and tech-
enhanced pedagogy trends. For optimal impact, a
blended approach
weaving explicit
scaffolding and immersive tools is recommended.
The list of used literature
1.
Beheshti, M., Rahimizhian, S., & Ilkan, M. (2020). The Role of Information and
Communication Technology (ICT) in Tourism Education: A Case Study of Higher
Education Students. 7th Advances in Hospitality & Tourism Marketing &
Management (AHTMM) Conference.
2.
García-Peñalvo, F. J., et al. (2021). Tourism and ICT. Bibliometric Study on
Digital Literacy in Higher Education. Education Sciences,
3.
McGehee, N. G., et al. (2022). Examining Instructional Technologies in
Hospitality and Tourism Education: A Systematic Review of Literature. Journal of
Hospitality & Tourism Education,
4.
Mukhtorova, B., & Ne’matova, S. (2023). Innovative Methods of Teaching
Tourism-Related Vocabulary. Pindus Journal of Culture, Literature, and EL.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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5.
Wikipedia contributors. (2023). Blended learning. In Wikipedia, The Free
Encyclopedia.
6.
Wikipedia contributors. (2023). Immersive learning. In Wikipedia, The Free
Encyclopedia. Retrieved from https://en.wikipedia.org/wiki/Immersive_learning
7.
Wikipedia contributors. (2023). Virtual exchange. In Wikipedia, The Free
Encyclopedia.
