Beyond fluency: perceived professional growth across repeated simulation cycles in scientific english for psychology

Simulation-based learning is increasingly used in higher education to connect language learning with professionally oriented communication, yet less is known about how students perceive their development across repeated simulation cycles in discipline-specific English settings. This longitudinal mixed-methods study examined perceived development among 81 first-year undergraduate students enrolled in a Scientific English module within the Psychology degree program. Students participated in two simulation cycles focused mainly on self-harm and addictions and completed the same ad hoc questionnaire after each cycle. The instrument assessed two dimensions, Perceptions and Emotional Engagement (PEE) and Professional Competence and Communication (PCC), and included open-ended questions. Quantitative findings showed significant increases from the first to the second simulation in total scores, PEE, and PCC, with stronger gains in professional competence and communication. Qualitative findings indicated that these changes were associated with greater confidence, a more applied understanding of empathy, improved management of emotionally and ethically complex situations, and increased confidence in professionally oriented communication in English. Students also identified repetition, realism, collaboration, and preparation as key supports for learning. Overall, the findings suggest that repeated simulation can support more reflective, confident, and professionally oriented participation in discipline-specific English settings while fostering early professional awareness among psychology students.