This study explores the potential of 3D visualization technologies as a tool for fostering visual reasoning in the development of students’ professional and linguistic competencies within English for Specific Purposes (ESP) courses. Grounded in constructivist learning theory and cognitive load theory, the research investigates how interactive 3D models enhance the acquisition of domain-specific terminology and conceptual understanding, aligning with the growing emphasis on visual thinking in technical and educational contexts. The empirical basis is the course “3D English for Smart Agriculture”, delivered via the Stepik platform, which integrates exploration-based, assembly-based, and animated 3D models into language tasks. A quasi-experimental study with 40 biotechnology undergraduates compared 3D models against 2D images and video demonstrations, using task performance metrics, screen recordings, and surveys. Results showed the 3D group significantly outperformed others in vocabulary acquisition, ESP fluency, and listening comprehension (p < 0.001), alongside higher engagement and motivation. These findings highlight 3D visualization as a powerful medium for bridging language learning and professional training, offering practical insights for educators and suggesting future directions, such as AI-enhanced visual learning environments.