부산대학교 도서관

This study investigates the impact of metaverse on foreign language education by examining improvements in university students’ English speaking skills and their perceptions of metaverse-based learning. In 2022, 45 college students participated in English speaking through metaverse platforms. The participants were split into two groups: one engaged with the ifland platform, while the other utilized ZEPETO for speaking exercises, forming part of their coursework. Speaking tests and questionnaires assessing metaverse perceptions and digital literacy were administered at the beginning and end of the semester. The findings revealed that participation in speaking exercises on metaverse platforms resulted in a marked enhancement of speaking skills. Although there was no significant variance in responding to questions, a noteworthy difference emerged in the capacity to express an opinion between the groups. Additionally, there was a shift in students’ perceptions of the learning experience and their digital literacy. The group using ifland experienced improvements in English communication opportunities, reduced burden, and increased confidence. Similarly, the ZEPETO group noted a reduction in learning burden and a boost in confidence in English speaking, along with enjoyable elements. However, both groups grappled with network, audio, and system issues. The findings offer strategic insights for enhancing metaverse based foreign language education.
This study investigates the impact of metaverse on foreign language education by examining improvements in university students’ English speaking skills and their perceptions of metaverse-based learning. In 2022, 45 college students participated in English speaking through metaverse platforms. The participants were split into two groups: one engaged with the ifland platform, while the other utilized ZEPETO for speaking exercises, forming part of their coursework. Speaking tests and questionnaires assessing metaverse perceptions and digital literacy were administered at the beginning and end of the semester. The findings revealed that participation in speaking exercises on metaverse platforms resulted in a marked enhancement of speaking skills. Although there was no significant variance in responding to questions, a noteworthy difference emerged in the capacity to express an opinion between the groups. Additionally, there was a shift in students’ perceptions of the learning experience and their digital literacy. The group using ifland experienced improvements in English communication opportunities, reduced burden, and increased confidence. Similarly, the ZEPETO group noted a reduction in learning burden and a boost in confidence in English speaking, along with enjoyable elements. However, both groups grappled with network, audio, and system issues. The findings offer strategic insights for enhancing metaverse based foreign language education.