Exploring Pre-Service English Teachers’ Perceptions and Technological Acceptance of Metaverse Language Classroom Design

Abstract

This study aims to analyze the experiences of creating the metaverse classroom on pre-service EFL (English as a Foreign Language) teachers’ technological acceptance and affordance, as well as their perception of its potential for language learning and teaching. To achieve this purpose, this study utilized an in-depth analysis of survey and reflection data collected from 30 pre-service EFL teachers engaged in the creation and sharing of the metaverse classroom. The results of the study indicate that the design of the participants’ flexible and reconfigurable metaverse classroom increased their self-efficacy, autonomy, and technological affordance. Sentiment analysis revealed that the participants had a positive experience in creating the metaverse classroom. Keyword network analysis demonstrated that the metaverse environment facilitated experience sharing and contextualized learning. Based on the findings, this study suggests some educational policies that not only encompass the theoretical aspects but also consider the pedagogical perspectives.