Pedagogical benefits of technological affordances in a user–created metaverse space
Sangmin-Michelle Lee https://orcid.org/0000-0002-7686-3537

DOI: https://doi.org/10.29140/9781914291050-22

In: Proceedings of the XXIst International CALL Research Conference (pp. 160–162)
Edited by Jozef Colpaert, Yijen Wang, Glenn Stockwell (2022)


Abstract

Contextualization and interaction are critical to successful L2 learning. However, in English-as-a-foreign-language (EFL) situations where students do not have opportunities to use the target language, contextualized learning and interaction in English is seldom available and learning English is often limited to classroom practices. This leads to students’ lack of interest and motivation to learn English. In recent years, as diverse virtual technologies advance, they offer a new learning environment for EFL students. In the so-called metaverse, spaces and situations can be created for learning English effectively. The current study explored potentials of using the metaverse space in English education. We constructed a desert island in Gather.town, created a story, and placed interactive objects on the desert island. In total, 25 middle school students participated in the activity for two hours. The study employed a mixed method research design, including the post-survey and interviews with the students and the teachers. The results showed that the students enjoyed the activity and responded that the activity facilitated their language learning. The interview results also confirmed that the activity was an enjoyable learning experience to them.

Suggested citation:

Lee, S.-M. (2022). Pedagogical benefits of technological affordances in a user–created metaverse space. In J. Colpaert, Y. Wang, & G. Stockwell (Eds.), Proceedings of the XXIst International CALL Research Conference (pp. 160–162). London: Castledown Publishers. https://doi.org/10.29140/9781914291050-22