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Enhancing EFL Learning for Neurodiverse Students Through Virtual Worlds and the Metaverse
Abstract
This chapter examines the intersection of English language learning, neurodiversity, and the use of virtual worlds and the metaverse. It considers the needs and characteristics of neurodivergent learners and students with cerebral palsy, analysing the affordances and potential drawbacks of immersive environments for English as a Foreign Language (EFL) instruction. The chapter is structured around four strands: an analysis of virtual worlds, the metaverse, and their educational uses; a critical comparison of their affordances and limitations; a discussion of inclusive design practices for neurodivergent and physically disabled students; and practical recommendations for integrating these technologies into EFL instruction in effective and equitable ways. The Universal Design for Learning (UDL) serves as a recurring conceptual and practical anchor, guiding the exploration of accessibility, learner agency, and inclusive instructional design across theoretical, technological, and pedagogical dimensions.
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