Abstract
The paper explores transforming the English Listening curriculum for university freshmen with the aid of technology. The extension of Computer-assisted Language Learning (CALL) courses goes beyond the aspect of soft-ware and hardware, to the concept of the metaverse. Surveys have been conducted to collect students’ requirements and responses to probe the extent of their technology acceptance as well as expectations for the course. The surveyed 150 university freshmen are involved as research objects. The result based on the SPSS software analysis reveals that students’ language proficiency is not necessarily related to the fulfillment of instructors’ requirements. Despite the integration of multimedia technology for language learning in the class, university students usually have their own learning techniques. Teachers need to respect their methods and provide guidance based on their nature. Data retrieved from frequently used online learning platforms is analyzed to find out that freshmen students are highly dependent on offline interaction with the instructor. The paper concludes that teachers’ involvement in terms of on-site content delivery is a fundamental source of students’ motivation. Authors are also seeking a way of combing the advantages of both traditional classrooms and modern technology. Mataverse may be an appropriate setting to accommodate students’ proactive participation and language acquisition.
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Acknowledgement
The work reported in this paper was supported by a 2022 Teaching Quality and Reform Project for Undergraduate Education in Guangdong Province, “Learning Journal Based Reform and Practice of Critical Thinking and Value Education in College English Teaching”.
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Lu, X., Dai, G., Tian, L., Liu, W. (2023). Student-centered Education in Metaverse: Transforming the Language Listening Curriculum. In: Zhang, H., et al. International Conference on Neural Computing for Advanced Applications. NCAA 2023. Communications in Computer and Information Science, vol 1870. Springer, Singapore. https://doi.org/10.1007/978-981-99-5847-4_34
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