VietTESOL International Convention 2026

This study investigates the impact of FrameVR, a metaverse-based platform, on English speaking skills and students’ perceptions in a Vietnamese high school context. The research is theoretically grounded in the Technology Acceptance Model, the Affective Filter Hypothesis, and Social Constructivism. Regarding the research methodology, a quasi-experimental design was employed with 90 Grade 11 students, divided into an experimental group and a control group. While the control group followed traditional instruction, the experimental group engaged in speaking activities through FrameVR. Speaking performance was measured through pre- and post-tests, while a survey was used to examine students’ perceptions of the metaverse-based learning environment. In addition, semi-structured interviews were conducted to gain deeper insights into the survey findings. The findings suggest that the experimental group experienced statistically significant improvements in speaking performance, with mean score gains nearly three times higher than those of the control group. Survey results indicated that students held positive perceptions of the immersive environment, particularly in terms of engagement, social interaction, and reduced speaking anxiety. These findings were further supported by qualitative data from interviews, which highlighted students’ experiences of increased confidence and more meaningful participation in speaking activities. These results suggest that metaverse-based learning may help address some limitations of traditional classrooms and support the development of EFL speaking skills. The study offers practical implications for integrating immersive technologies into English language teaching and contributes to the growing body of research on technology-enhanced language learning in Vietnam.