The purpose of this study was to test the effectiveness of using IVR to help Indonesian EFL students cope with the twenty-first century. We examined 53 Indonesian university students in this study to see how immersive virtual reality (IVR) impacts their English as a Foreign Language (EFL) proficiency and transferable skill development. The pre-experimental design used a mixed methodology approach, combining qualitative and quantitative methods. Statistical analysis, using paired sample t-test and ANOVA, showed that post-test scores (mean = 84.72, SD = 7.83) were significantly higher than pre-test scores (mean = 58.96, SD = 8.16, p < 0.001). Using t-test and ANOVA, we compared students’ pre- and post-test EFL proficiency levels within and between the two groups. We analyzed the quantitative data with qualitative descriptions of changes in transferable skills and participants’ opinions about the impact of IVR on their English as a Foreign Language (EFL) and transferable skills. The integration analysis revealed that students felt an improvement in transferable skills, but their English skills still needed improvement in pronunciation and vocabulary. In addition, IVR helped undergraduate students overcome English learning difficulties. They reported a decrease in the anxiety they experienced when using IVR in real-life scenarios, although they saw it as a useful tool to improve transferable skills. According to the results of the study, IVR had a statistically significant effect on undergraduate students' transferability of skills. Although most users found IVR to be an engaging learning experience with realistic settings and fun activities, they recognized that the use of avatars could sometimes be a hindrance in designing stories using EFL. We offer implications for improving foreign language learning using IVR technology. By implementing the most effective teaching models in the metaverse, it is important to create, design, and manage VR platforms in a structured way that reflects modern student-oriented learning, learning satisfaction, and improve learning outcomes based on these results for future education, namely in design thinking, computational thinking, and critical thinking, as well as improving overall language competence. While research has found some difficulties in integrating IVR for language learning, it has also found substantial links between IVR use and greater engagement, critical thinking, and the development of creative skills in the twenty-first century.

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper

The rapid progress of artificial intelligence (AI) has triggered debate about its influence on human intelligence. Artificial intelligence has the capacity to increase human talent in the metaverse, virtual domains that emerge. The potential of AI to function as a learning aid that is adjusted in the metaverse adapts the school to suit individual needs. However, the investigation of the social consequences of the convergence of this technology and concerns about justice and availability are still rare. The metaverse education that AI moved has the potential to increase the differences that already exist in education. In addition, the quality of the metaverse includes all concerns about social exile and the possibility of aligning virtual meetings with real social involvement caused by human behaviour that has excessive dependence on technology to build social connections. This chapter explores the application of creative artificial intelligence in the context of higher education. This study consists of a sample of 79 students. Bachelor students involved in test lessons using laptops, where AI is generative, especially ChatGPT4, is used to produce and modify content, text, data, materials, and tasks. The findings show that ChatGPT4, a type of generative AI, may be used to adjust educational content to meet the knowledge and learning abilities of students with various levels of expertise. Generative material modified by AI was found to be enjoyed by undergraduate students. The use of generative AI in higher education has a big promise because it can promote learning and the development of skills that are motivated by students. Research findings show that the integration of human intelligence, artificial intelligence (AI), and the metaverse presents significant opportunities. Although there are concerns, it is undeniable that AI has the potential to increase human capacity and have transformative impacts on education. Responsible development and application of this technology are needed to guarantee its ability to improve the human experience. Additional investigations are needed to check for and reduce the possibility of social hazards while optimising the benefits of this revolutionary environment.