PDF(Pubmed)
Abstract：
This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse\'s potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy.
摘要：
本研究调查了基于隐喻的语言教学对高中二语词汇学习和保留的多方面影响，订婚,社区的感觉,以及不同维度的存在，即社会,认知，教学,和整体存在。采用准实验设计，本研究提供了一项深度对照试验.这项研究的参与者包括86名(43名男性，43女）图尔基耶的高中英语学习者，他们被分配到两组。对照组使用传统的教学技术，而实验组则使用隐喻技术。这些课程都基于两个群体的社会建构主义理论。前测和后测用于定量评估词汇学习和保留，并揭示这两个领域的实质性改进。一系列精心挑选的心理测量量表捕捉了参与的核心方面，社区的感觉,和存在。研究结果表明，参与度和存在感增加，和语言学习社区内的联系，这证实了MBLT的功效。然而,社会存在的改善没有达到统计学意义。累计,这项研究的发现超越了词汇学习和保留方面的可量化改进。他们通过强调社会互动和数字体现在高中第二语言教育中的意义，揭示了语言学习体验的整体转变。该研究强调了隐喻者在塑造语言教育未来方面的潜力，重新构想传统范式，提出了一个沉浸式的新时代，互动式,和变革教育学。
