The perception of efl teachers’ metaverse integration: a case study in English language

Bağcı, Zehra

The perception of efl teachers’ metaverse integration: a case study in English language

dc.contributor.author	Bağcı, Zehra
dc.date.accessioned	2025-06-11T09:04:53Z
dc.date.available	2025-06-11T09:04:53Z
dc.date.issued	2025
dc.date.submitted	2025
dc.department	Sosyal Bilimler Enstitüsü
dc.description.abstract	The 21st century has imposed significant demands on educational environments, making the incorporation of modern technological tools, such as Metaverse technology, important for English language teaching (ELT). EFL instructors bridge over these two variables as initiators and guides regarding the coherence between language acquisition and the metaverse as a dynamic tool. To create a modern teaching environment, language instructors need to acquire awareness about their own perceptions in order to make use of Metaverse and its equipment, and these perceptions lead them to appropriate practices for their own contexts. It is crucial to equip language teachers with the necessary practical skills and support systems for effectively integrating Metaverse technology into their teaching practices. On the contrary, problems in technology infrastructure, insufficient training, and unequal access represent the converse aspect. To address these challenges and maximise the potential of new technology in education, the study underscores specialised professional programs and policy alterations. Therefore, this study examines the viewpoints and actions of EFL instructors in Turkey working in private high schools concerning the integration of metaverse technology by employing comprehensive research methodology methods, both quantitative and qualitative approaches. With the participation of a total of 16 teachers of English as a foreign language, this study focuses on the creation of immersive, interactive, and collaborative learning environments. For collecting data, seminars were implemented, and interviews and questionnaires were administered before and after the seminar. Additionally, the qualitative data from the interviews were analysed through content analysis in parallel with the survey results. Quantitative data were analysed using non-parametric tests of the Social Sciences Statistics Package (SPSS) and compared with each other to obtain differences. The results were concluded holistically from the perspective of the methods used in Metaverse trainings, pre- and post-surveys, and post-interview analyses. For this purpose, the study focuses on the use of the metaverse and teachers' perceptions of integrating this new technology into their lessons. Current theories, approaches, and models have determined that the metaverse platform can serve as an effective language learning environment. It shows the importance of teachers' participation in in-service training programs updated with new technologies and the progress in the process of developing their perceptions. In addition, the findings discuss certain problems related to the use of metaverse technology as a language learning platform
dc.identifier.citation	Bağcı, Z. (2025). The perception of efl teachers’ metaverse integration: a case study in English language. (Yayımlanmamış yüksek lisans tezi). Çağ Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Bölümü Ana Bilim Dalı, Mersin.
dc.identifier.uri	https://hdl.handle.net/20.500.12507/3402
dc.institutionauthor	Bağcı, Zehra
dc.language.iso	en
dc.publisher	Çağ Üniversitesi, Sosyal Bilimler Enstitüsü
dc.relation.publicationcategory	Tez
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Metaverse
dc.subject	EFL teachers
dc.subject	immersive learning
dc.subject	technology integration
dc.subject	private schools
dc.title	The perception of efl teachers’ metaverse integration: a case study in English language
dc.title.alternative	The perception of efl teachers’ metaverse integration: a case study in English language
dc.type	Master Thesis