Keywords
Metaverse
Metaverse English Classroom
Abstract
With the rapid advancement of digital technologies, the metaverse has introduced new possibilities for English education. However, existing studies largely focus on isolated technological applications, lacking a systematic framework that integrates pedagogical and technological elements. To address this gap, this study proposes the MILLE (Metaverse-based Immersive Language Learning Environment) framework, a multi-layer model designed to support immersive, interactive, and adaptive English learning. Grounded in constructivism, situational cognition, and immersive learning theory, the framework integrates key components such as interaction, collaboration, assessment, and support mechanisms. To provide preliminary empirical support, a questionnaire-based study was conducted with 120 participants, including both students and teachers. The results demonstrate satisfactory reliability and validity of the measurement model and reveal generally positive user perceptions in terms of usefulness, immersion, and interaction. Overall, the findings suggest that the MILLE framework is both theoretically grounded and practically feasible. This study contributes by bridging conceptual framework development with empirical validation and offers a structured approach for designing metaverse-based English learning environments.
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