Abstract
Objectives The purpose of this study is to develop an English speaking program using metaverse for language learners to core skills required in 21st century.
 Methods Nine Korean EFL students at age 12-13 who completed the national curriculum of grade 6 were recruited as the participants of the pilot study to confirm the effects of the program. The effects of the designed lessons were examined through the questionnaire-based tests, learning progress monitoring, and interviews. The variables of the tests included digital literacy, and L2 motivational experience.
 Results The results of pre- and post-test comparison showed improvements in digital literacy, and motivation with regard to English learning experience. According to the interviews, the learners and the instructor were positive on the whole about the use of metaverse in English classrooms based on the lesson design proposed in this study. The learners showed great interests in the metaverse-based English lessons in general, and reported higher immersion into classes than previous school classes due to diverse activities and affordance of metaverse. The instructor who delivered the lesson emphasized the importance of teacher training for the success of the future metaverse-mediated language learning. The progress monitoring and interviews also indicated a demand for dealing technical issues.
 Conclusions The implications of this study and suggestions for future research are as follows. This study confirmed the effects of metaverse-mediated language learning on high immersion by transcending temporal and spacial borders, leading to authentic learning and L2 speaking experience. Moreover, with appropriate task designs, metaverse helped learners foster not only oral communication skills but also digital literacy in English classes. Lastly, this study suggests developing a detailed guideline for potential problems regarding manipulation and technical errors for successful application of metaverse in educational programs in future research and classrooms.
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