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Examining the Need for a Metaverse-Based Blended Learning Module in College English: Insights from Southwest China

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Title: Examining the Need for a Metaverse-Based Blended Learning Module in College English: Insights from Southwest China
Language: English
Authors: Yuliang Jiao (ORCID 0009-0007-2651-1377), Rafiza Abdul Razak (ORCID 0000-0002-1604-7781), Dorothy DeWitt (ORCID 0000-0003-3123-7150)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):523-531.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, English (Second Language), Second Language Instruction, Learner Engagement, Computer Simulation, Technology Uses in Education, Undergraduate Students, Foreign Countries, Learning Modules, Universities, Student Attitudes
Geographic Terms: China
ISSN: 2089-9823
2302-9277
Abstract: Although English is an important language for globalization and innovation, Chinese students lack the proficiency in the language, which might be attributed to the lack of engagement. Further, as immersive technologies can enhance learning, this study investigates the perceptions and readiness of integrating metaverse-based blended learning (MBBL) modules in college English curricula. A survey among 380 undergraduate students in southwestern China using a questionnaire was conducted to determine their learning preferences and technological readiness. Findings indicate that students needed more engaging and interactive activities, preferring collaborative and simulative learning environments. Despite limited familiarity with metaverse technologies, students demonstrated technological readiness. Hence, the results suggest that a MBBL to enhance English as a foreign language (EFL) education could be implemented. This study provides empirical evidence to inform the design of a metaverse-based technologies in EFL instruction for innovation in tertiary language pedagogy. Future studies could design such a module for implementation and evaluation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495325
Database: ERIC
FullText Text:
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  Data: Examining the Need for a Metaverse-Based Blended Learning Module in College English: Insights from Southwest China
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  Data: <searchLink fieldCode="AR" term="%22Yuliang+Jiao%22">Yuliang Jiao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2651-1377">0009-0007-2651-1377</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rafiza+Abdul+Razak%22">Rafiza Abdul Razak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1604-7781">0000-0002-1604-7781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dorothy+DeWitt%22">Dorothy DeWitt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3123-7150">0000-0003-3123-7150</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):523-531.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Label: Abstract
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  Data: Although English is an important language for globalization and innovation, Chinese students lack the proficiency in the language, which might be attributed to the lack of engagement. Further, as immersive technologies can enhance learning, this study investigates the perceptions and readiness of integrating metaverse-based blended learning (MBBL) modules in college English curricula. A survey among 380 undergraduate students in southwestern China using a questionnaire was conducted to determine their learning preferences and technological readiness. Findings indicate that students needed more engaging and interactive activities, preferring collaborative and simulative learning environments. Despite limited familiarity with metaverse technologies, students demonstrated technological readiness. Hence, the results suggest that a MBBL to enhance English as a foreign language (EFL) education could be implemented. This study provides empirical evidence to inform the design of a metaverse-based technologies in EFL instruction for innovation in tertiary language pedagogy. Future studies could design such a module for implementation and evaluation.
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  Data: EJ1495325
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 523
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      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Learning Modules
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      – SubjectFull: Universities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: China
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      – TitleFull: Examining the Need for a Metaverse-Based Blended Learning Module in College English: Insights from Southwest China
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