“Yes, I Am More Confident with My Avatars”: Integrating EFL Students’ Speaking Practice into Metaverse

Abstract

This article presents an innovative practice that demonstrates the use of the metaverse to enhance English speaking skills in an undergraduate English drama course in South Korea. The innovation stemmed from the common situation that English-language learners feel self-conscious when speaking in front of their peers. To overcome this problem, the metaverse was used to provide a virtual space for students to practice dialogues and speeches using avatars. The two-phase implementation involved practicing dialogues from the American sitcom Friends and celebrity speeches in the metaverse space. Surveys and reflections showed that this approach significantly improved students’ confidence, motivation and English speaking skills by reducing the anxiety associated with physical presence. Nevertheless, some technical limitations, such as connectivity issues and constraints on virtual expression, were observed. Based on the findings, this study suggests the metaverse as a powerful tool for overcoming affective barriers in language learning, providing a safe and engaging platform for students to practice speaking skills. Furthermore, the study underscores the importance of selecting appropriate metaverse platforms and considering technical factors such as device compatibility and internet stability.