메타버스 기반 면접 수업에서 고등학생 발화 전략과 수행 양상 연구

Abstract

This study qualitatively examined high school students’ performance in a metaverse-based interview classes. Participants were second-year students at a high school in Busan, and data included interview transcripts, observation notes, chat logs, and reflection journals. The analysis identified three types of learners: agentive, collaborative, and passive. Agentive learners elaborated thei responses by utilizing avatars and replay functions; collaborative learners extended discourse through chat interactions and emoticons; and passive learners produced brief, scripted answers with minimal engagement. The findings indicate that the metaverse environment reduces anxiety and promotes participation, although meaningful improvement depends on learners’ reflective engagement. Overall, the metaverse serves as an interactive and reflective space that supports authentic communication; and provides practical implications for speaking and interview instruction.