Effects of Video Conferencing and Metaverse Platforms on Korean EFL University Learners’ Self-assessed L2 Speaking, Interaction, Immersion, and Affective Factors

Metaverse, or immersive virtual worlds, are often suggested as an effective alternative to online video conferencing tools. However, due to the lack of empirical studies that compared the two learning environments, the evidence is not sufficient to prove the superiority of metaverse over online video conferencing in EFL speaking. Thus, this study compared the effects of metaverse and online video conferencing in terms of cognitive, social, and affective aspects of English speaking using Zoom and Gather.town. The cognitive aspect was measured with self-assessed L2 speaking proficiency, the social aspect with interaction and immersion, and the affective aspect with attitude, motivation, confidence, and anxiety. Students in two classes participated from an advanced English speaking course at a university in Seoul. The control group was in a class using Zoom, while the experimental group in another class used Gather.town throughout the two-week treatment. The results showed that there were no differences in using Zoom and Gather.town in terms of self-assessed L2 oral proficiency, interaction, immersion, and general affective factors. Yet, anxiety was significantly lowered only in the Gather.town group, indicating that the metaverse constructed a more comfortable environment for L2 speakers. Furthermore, the experimental group’s experience and opinions on using Gather.town showed high satisfaction in the report on the advantages and disadvantages of metaverse-based instruction. The findings of this study provide pedagogical implications for the application of metaverse and online video conferencing into L2 speaking classrooms and suggest areas for further research.