Exploring Metaverse-Blended Learning in an English Presentation Class: Student Perceptions

Abstract

This study explores the potential of a metaverse platform, specifically, Gather Town, in fostering an environment conducive to the development of English presentation skills among college students. Over 15 weeks, the research was carried out in a university-level English presentation course, adopting a blended learning model that combined conventional classroom teaching with activities on the Gather Town platform. Twenty-four EFL students from the Dept. of English Literature were selected through purposive sampling to participate in this study. Employing a mixed-methods design, the study combined quantitative questionnaires and qualitative group interviews for data collection. Quantitative data analysis was performed using SPSS version 20, and thematic analysis was used for the qualitative data gathered from group interviews. The findings indicated strong student satisfaction with the course enhanced by metaverse elements. Students expressed an increased level of engagement and enjoyment within the innovative platform, citing a preference for two-dimensional communication and avatar-mediated interaction. Furthermore, the study identified learner characteristics—specifically Speaking Anxiety, Metaverse Interest, and English Language Proficiency—as significant predictors of presentation anxiety within a metaverse context.