Developing and Integrating Metaverse Into <scp>EFL</scp> Listening Skills to Increase Learners' Self‐Determination Based on Social Constructivist Theory

ABSTRACT Background This mixed‐method, controlled quasi‐experimental study aimed to examine the effects of metaverse‐based English as a foreign language (EFL) instruction on high school students' listening skills and self‐determination levels. The lessons, which were designed based on social constructivist theory, were implemented for a total of 8 weeks 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. Objectives The objective was to determine whether metaverse listening lessons based on social constructivist theory could significantly enhance students' listening scores and self‐determination levels compared to regular classroom settings. Methods A total of 106 Turkish high school students (experimental = 53 and control = 53) were observed for 8 weeks. Lessons were conducted in researcher‐designed 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‐determination 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. Results The findings revealed that metaverse listening lessons based on social constructivist theory led to significant increases in students' listening scores and self‐determination 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. Conclusions The study presents practical recommendations for policymakers, teachers and researchers, and supports the integration of metaverse‐based instruction to enhance listening skills and self‐determination among high school students.