Explorations in the proto-metaverse: EFL learners’ experiences and perceptions of immersive virtual reality for language learning
Submitted: 12/12/2022
|Accepted: 05/31/2024
|Published: 12/16/2024
Copyright (c) 2024 Gilbert Dizon, Daniel Tang
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Keywords:
virtual reality (VR), metaverse, informal language learning, virtual environments
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Abstract:
Some people believe that immersive virtual reality (VR) and, by extension, the metaverse, will become integral parts of daily life. There have also been suggestions that the metaverse could become a virtual world where language learners have alternate identities as second language (L2) speakers. Considering the potential implications of immersive VR and the metaverse on L2 learning, the aims of this study were twofold: (1) to understand the types of interactional acts L2 learners use in immersive VR when communicating with others in the target language and (2) to evaluate their perceptions toward L2 interaction in immersive VR. Four L2 English learners at a Japanese university participated in the study. Each participant interacted with others through VRChat, a popular social VR platform that has been described as a proto-metaverse. Interactions in VRChat were video recorded and analysed using interactional framework (Benson 2015a, 2015b). Semi-structured interview data was also collected following the participants’ interactions in VRChat. Findings from the study revealed that the learners used a variety of interactional acts when communicating with others in VRChat. Results also showed that the participants had largely favourable perceptions of L2 interaction in the proto-metaverse. That is, while negative interactions and physical discomfort were potential issues, the English learners believed the virtual environment promoted authentic language learning and learner autonomy.
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