Description:
FORM 2

THE PATENTS ACT, 1970
(39 of 1970)
&
THE PATENT RULES, 2003

Complete Specification
(See section 10 and rule 13)

1.Title of the Invention:

VIRTUAL IMMERSIVE CLASSROOM FOR ENHANCING ENGLISH SPEAKING FLUENCY

2. Applicants

Name

Nationality
Address

Kalinga University

Indian
Naya Raipur -492101 Chhattisgarh

3. Preamble to the Description:

The following specification particularly describes the invention and the manner in which it is to be performed.

4. DESCRIPTION
FIELD OF THE INVENTION
This invention belongs to the field of educational technology (EdTech) and language pedagogy, particularly addressing innovative teaching and learning tools in the English as a Second Language (ESL) context. The invention utilizes virtual reality (VR), artificial intelligence (AI), gamification, and speech recognition technologies to enhance spoken English fluency through immersive, adaptive learning environments.

BACKGROUND OF THE INVENTION
Despite the widespread proliferation of English learning apps and traditional classrooms, a large population of learners—especially in non-native regions—struggles to achieve fluency in spoken English. Most conventional systems emphasize rote learning, grammar, and written exercises, leaving speaking skills underdeveloped. Psychological barriers such as language anxiety, fear of embarrassment, lack of real-life exposure, and limited feedback mechanisms further hamper learners' speaking progress. Research shows that communicative competence develops more effectively in naturalistic and socially interactive settings (Canale & Swain, 1980). However, such opportunities are scarce in typical classroom environments. Even digital platforms like language learning apps or online classes lack contextual immersion and real-time conversational feedback. Furthermore, they fail to replicate the social dynamics and pressure of real interactions. To address this gap, the invention proposes a Virtual Immersive Classroom (VIC) that simulates real-life conversations and interactive settings using 3D simulations, natural language processing (NLP), emotion recognition, and adaptive learning strategies, thereby enabling a low-anxiety, high-engagement platform for English fluency development.

DETAILED DESCRIPTION OF THE INVENTION
The VIC system provides an immersive classroom experience using a head-mounted VR/AR display, motion tracking sensors, AI language tutors, and customizable modules for school, college, and corporate learners. Users are placed in simulated real-world settings (e.g., airport, job interview, classroom) to develop conversational fluency and confidence. Real-time feedback and progress tracking are key features.
Advantages of the Invention
• Encourages real-time practice with AI avatars.
• Mimics real-life English communication scenarios.
• Adaptive content delivery based on user’s fluency level.
• Learner analytics dashboard helps track progress.
• Can be used in classrooms or standalone as mobile VR kits.
Industrial Applicability
This invention is applicable in educational institutions, language labs, ed-tech startups, online coaching platforms, and corporate training programs focused on English communication.
Conclusion
The Virtual Immersive Classroom is a novel approach for revolutionizing language fluency learning using immersive, AI-integrated, and learner-friendly techniques, bridging gaps in traditional language instruction.

References
1. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
2. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
3. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.
4. Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
5. Godwin-Jones, R. (2014). Emerging Technologies: Language Learning & Technology. Language Learning & Technology, 18(2), 2–11.
6. Cheng, C. H., & Tsai, C. C. (2013). Affordances of Augmented Reality in Science Learning. Educational Technology & Society, 16(2), 31–41.
7. Satar, H. M., & Akcan, S. (2018). Multimodal feedback in computer-mediated communication: Modal affordances and their impact on language development. System, 76, 116–129.

, Claims:CLAIMS
We Claim:
1. A virtual immersive classroom system for enhancing English speaking fluency, comprising VR hardware, speech recognition modules, AI-driven avatars, and a learning management interface.
2. The system of claim 1, wherein the environment is customizable based on the user's proficiency level.
3. The system of claim 1, wherein real-time feedback and pronunciation correction is provided.
4. The system of claim 1, integrated with multilingual support to aid regional learners.
5. The system of claim 1, comprising analytics dashboard for tracking and adapting learning paths.

Dated this the 12th October 2025.

Senthil Kumar B
Agent for the applicant
IN/PA-1549