Comparing metaverse and face-to-face instruction for enhancing English skills and attitudes among EFL adolescents

Metaverse technology is becoming increasingly popular in educational environments around the world. However, before it is widely applied in public education for adolescents learning English as a foreign language (EFL), it is crucial to assess its effectiveness in comparison to traditional teaching approaches. Our study involved 336 seventh-grade students who were recruited from three public middle schools and divided into two experimental groups (metaverse-mediated and face-to-face speaking) and one control group (textbook-based class). After a 12-week intervention, we assessed improvements in English speaking, listening, vocabulary, and attitudes, and we used questionnaires and teacher interviews to obtain qualitative feedback. The results indicated that face-to-face instruction was superior for improving speaking skills, providing better individualized support within students' zones of proximal development compared with metaverse-mediated and textbook-based methods. Metaverse classes, however, proved beneficial in reducing peer pressure and increasing engagement among students who were self-conscious about their English proficiency, due to the non-direct interaction and immersive, gamified environments. In terms of listening skills, the textbook approach outperformed both the metaverse and face-to-face methods, likely due to its focus on listening activities. Vocabulary improvement was similar among the groups, suggesting that the instruction modality (virtual or in-person) was less important than adequate language exposure. These findings highlight the need for careful consideration of the metaverse's strengths and limitations before integrating it into EFL public education.