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The lessons, which were designed based on social constructivist theory, were implemented for a total of 8\u2009weeks and 16 lessons, 2 h per week. The main problem investigated is how the metaverse can be utilised to overcome the lack of motivation and engagement in EFL learning, especially in the development of listening skills.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>The objective was to determine whether metaverse listening lessons based on social constructivist theory could significantly enhance students' listening scores and self\u2010determination levels compared to regular classroom settings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A total of 106 Turkish high school students (experimental\u2009=\u200953 and control\u2009=\u200953) were observed for 8\u2009weeks. Lessons were conducted in researcher\u2010designed metaverse environments for the experimental group and in regular classrooms for the control group. Data were collected through a standardised listening test adapted to measure listening achievement, the self\u2010determination scale adapted into Turkish and validated, weekly reflective forms and a checklist developed by the researchers. Quantitative data were analysed using frequentist methods in SPSS 27, while qualitative data were analysed using thematic analysis and content analysis in MAXQDA 24.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The findings revealed that metaverse listening lessons based on social constructivist theory led to significant increases in students' listening scores and self\u2010determination levels. Students reported higher motivation and confidence as metaverse lessons provided authentic contexts, increased engagement through socially interactive tasks and made the learning process enjoyable. However, it was observed that the metaverse environment posed some limitations in terms of technical infrastructure (internet speed and device quality) and cognitive load, for which suggestions were offered to overcome these problems.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The study presents practical recommendations for policymakers, teachers and researchers, and supports the integration of metaverse\u2010based instruction to enhance listening skills and self\u2010determination among high school students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70151","type":"journal-article","created":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T00:04:08Z","timestamp":1762387448000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Developing and Integrating Metaverse Into\n                    <scp>EFL<\/scp>\n                    Listening Skills to Increase Learners' Self\u2010Determination Based on Social Constructivist Theory"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8272-4720","authenticated-orcid":false,"given":"Ferdi","family":"\u00c7elik","sequence":"first","affiliation":[{"name":"English Language Education, Ondokuz May\u0131s University  Samsun T\u00fcrkiye"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4180-4027","authenticated-orcid":false,"given":"Ceylan Yang\u0131n","family":"Ersanl\u0131","sequence":"additional","affiliation":[{"name":"English Language Education, Ondokuz May\u0131s University  Samsun T\u00fcrkiye"}]}],"member":"311","published-online":{"date-parts":[[2025,11,5]]},"reference":[{"issue":"1","key":"e_1_2_14_2_1","first-page":"88","article-title":"Investigating the Impact of Using TikTok on Listening Comprehension Acquisition","volume":"5","author":"Alolayan M.","year":"2025","journal-title":"Arabian Journal of Language Studies"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2021.728657"},{"issue":"2","key":"e_1_2_14_4_1","first-page":"150","article-title":"Integrating Phonological Awareness Into the EFL Classroom: A Quasi\u2010Experimental Study","volume":"18","author":"Alzahrani F.","year":"2025","journal-title":"Pakistan Journal of Life and Social Sciences"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2022.2164313"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.22363\/2618-8163-2024-22-3-433-450"},{"key":"e_1_2_14_7_1","first-page":"433","volume-title":"Research Anthology on Game Design, Development, Usage, and Social Impact","author":"Baek J.","year":"2023"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.1109\/TLT.2024.3364908"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1145\/3605390.3605395"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/ijal.12858"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1186\/s40359\u2010024\u201001549\u20104"},{"key":"e_1_2_14_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010025\u201013510\u2010y"},{"key":"e_1_2_14_14_1","doi-asserted-by":"publisher","DOI":"10.1109\/TLT.2023.3277952"},{"issue":"5","key":"e_1_2_14_15_1","first-page":"1975","article-title":"Exploring the Application Scenarios and Issues Facing Metaverse Technology in Education","volume":"32","author":"Chen Z.","year":"2024","journal-title":"Interactive Learning Environments"},{"key":"e_1_2_14_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12956"},{"key":"e_1_2_14_17_1","doi-asserted-by":"publisher","DOI":"10.26803\/ijlter.23.12.2"},{"volume-title":"Research Design: Qualitative, Quantitative, and Mixed Methods Approaches","year":"2018","author":"Creswell J. 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