A Comparative Study of Metaverse- and Videoconferencing-Based English Language Learning

Abstract

This study explored students’ perceptions of metaverse-based ESP learning experiences in an EFL context delivered in a hybrid mode, integrating both online and offline sessions. A total of 52 university students participated in both metaverse-based sessions via ZEP and video conferencing sessions via Zoom for comparison. Of these, 47 volunteered to complete a post-intervention survey. Weekly reflective journals were collected during the seven-week intervention, with participation ranging from 42 to 13 students. Quantitative analyses of the survey data indicated that students generally held positive views toward the metaverse-integrated English learning experiences and showed a comparable level of preference for both the metaverse platform and the video conferencing platform. Qualitative analyses of the reflective journals revealed that students appreciated the metaverse experience for its engaging and entertaining qualities, while the video conferencing platform was favored for its familiarity and ease of use. The study's findings also highlight the value of emerging technologies in language learning and underscore the importance of aligning each platform's strengths with specific instructional objectives. By understanding the different features of both familiar and immersive platforms, educators can provide more effective and appropriate learning environments for language learning.