Instructional design: Incorporating metaverse to improve French speaking skills of undergraduate learners

This study aims to determine the extent to which the Metaverse virtual universe can be used to develop speaking skills in French language learning. It also examines how theoretical knowledge learned in the classroom is transferred into practice and its impact on academic achievement, student motivation, and self-efficacy. It was conducted with the aim of designing and implementing activities that encourage students to take risks and participate actively while providing a safe learning environment. Activities were carried out on the 'Spatial' platform in Metaverse. This study has a mixed design as it incorporates both quantitative and qualitative methods (mixed methods). It was designed based on a quasi-experimental design. The quantitative data were collected through the first survey, which included demographic information, academic achievement scores at the beginning and end of the term, and surveys at the end of the application to learn about the experimental group's self-efficacy and motivation. The qualitative dimension of the study examined the experimental group students' views on their experiences in the Metaverse environment. The study was conducted over six weeks of the 13-week spring semester of the 2024-25 academic year. Participants consisted of two sections (control and experimental groups, N = 38) from the preparatory classes at a State University. Quantitative data obtained within the scope of the study were analyzed using the SPSS 26.0 package program. Non-parametric tests were preferred over parametric tests: Mann–Whitney U, Kruskal–Wallis H, and Wilcoxon Signed Rank Tests were used for academic achievement and t-test analysis. Inductive content analysis was used to analyze qualitative data. The coding system was created using the Maxqda Analytics Pro (24.10.0) qualitative data analysis program. The study concluded that Metaverse-based French speaking activities have positive effects on academic achievement, learning motivation, and self-efficacy in undergraduate learners. Findings such as more active participation of shy students, ease of digital adaptation, and avatar-supported social interaction are particularly valuable for pedagogical implementation. However, external factors such as technological infrastructure deficiencies, access issues, and device incompatibilities were observed to limit the effectiveness of the process. Monitoring long-term effects, developing pedagogy integration models, and conducting large-scale studies with different student groups are among the future research needs of this field. Keywords: Metaverse, Virtual Reality, French as a Foreign Language Learning, Communication skills, Motivation, Self- Efficacy, Academic Achievement Level,