The task of delivering English presentations to learners in EFL (English as a foreign language) contexts has proven to be challenging, even for pre-service educators aspiring to instruct English in the near future. In light of this challenge, researchers and educational practitioners have diligently explored avenues to enhance English presentation, particularly for digital natives like these aspiring teachers. Research has illuminated the affirmative impact of virtual learning, which has been associated with heightened motivation, increased engagement in learning tasks, and improved learning experiences, thereby highlighting the facilitative role of virtual embodiment. Nonetheless, there exists a paucity of investigation into the effects of Vtuber (Virtual YouTuber) avatar design on language learning and the extent to which Vtuber avatars can be harmoniously integrated into the domain of English presentation. Consequently, this study aimed to address these gaps by employing a mixed-methods approach to scrutinize the potential of Vtuber avatars as pedagogical enablers within the realm of English presentation for EFL pre-service teachers. The study comprised 27 sophomore English-major undergraduate students from a national teacher-education university in central Taiwan. The participants were initially involved in collaborative group discussions, followed by group oral presentations. Subsequently, the participants engaged in Vtuber avatar-assisted learning, wherein they designed Vtuber avatars embodying their projected selves for subsequent presentation purposes. Various forms of data were collected, encompassing participants’ English presentation performances, their responses regarding avatar identification (including similarity identification, embodied presence, and wishful identification), and reflective notes. The findings illuminated the virtual charisma of Vtuber avatar-assisted learning, manifesting in enhanced English presentation outcomes and more favorable learning experiences among the pre-service teachers. Notably, the analysis of avatar identification signaled a profound sense of virtual embodiment perceived by the pre-service teachers, evident in their affirmative reactions to similarity identification, embodied presence, and wishful identification, which in turn fostered heightened learning engagement. The discourse delves into the application of Vtuber avatar-assisted speaking learning for EFL learners.

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Abstract Summary
Imparting English presentations to EFL learners has proven intricate, even for pre-service teachers destined for English instruction. To empower these digital natives, researchers and educators have explored strategies, spotlighting virtual learning's efficacy in boosting motivation, engagement, and overall learning experience. However, the potential of Vtuber avatars in English presentation, along with their design's impact, has remained largely unexplored. Addressing this gap, this mixed-methods study delved into the pedagogical viability of Vtuber avatars in English presentation for EFL pre-service teachers. Participants comprised 27 sophomore English-major undergraduates from a teacher-education institution in central Taiwan. Following conventional group collaboration, students adopted Vtuber avatars to enhance presentation. Data encompassed presentation performance, avatar identification responses, and reflective notes. Findings revealed how Vtuber avatar-assisted learning heightened presentation quality and learning experiences, propelled by substantial virtual embodiment. The study underscores the potential of Vtuber avatars as tools for EFL learners' speaking proficiency development.

Authors:
Hsieh-Jun Chen, National Changhua University of Education, Taiwan

About the Presenter(s)
Professor Hsieh-Jun Chen is a University Assistant Professor/Lecturer at National Changhua University of Education in Taiwan

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