Metaverse-supported blended EFL: an exploratory quasi-experiment on achievement, presence and motivation

Purpose Metaverse technologies are increasingly incorporated into blended EFL instruction, yet evidence remains limited on their effectiveness relative to conventional blended learning in university contexts. This study evaluated a metaverse-supported blended learning module and explored how perceived presence and learning motivation relate to perceived learning outcomes within the metaverse-supported condition.Design/methodology/approach Grounded in the Community of Inquiry framework and Self-Determination Theory, a quasi-experiment was embedded in a regular college English course. Two intact undergraduate classes participated (experimental n = 56; control n = 55; N = 111). All students completed pre- and post-intervention English proficiency tests; the metaverse-supported group also completed a post-module survey measuring perceived presence, learning motivation, and perceived learning outcomes. Post-test proficiency was compared using ANCOVA controlling for pre-test proficiency, and an exploratory mediation analysis was conducted within the metaverse-supported group.Findings After controlling for baseline proficiency, the metaverse-supported group achieved higher post-test English proficiency than the conventional blended group. Survey results indicated generally positive learner perceptions of the metaverse-supported module. Presence was indirectly associated with perceived learning outcomes via learning motivation, consistent with a partial mediation pattern; however, this pathway should be interpreted as exploratory and associational given the single-wave post-module survey.Originality/value This study provides quasi-experimental evidence from an authentic university EFL course that a metaverse-supported blended module can enhance proficiency compared with conventional blended learning. It also offers initial process-oriented insight into the roles of presence and motivation, informing future multi-wave research and the design of immersive speaking-oriented activities in blended EFL contexts.