<p>The metaverse, as an emerging educational tool, is profoundly transforming traditional learning methods and has garnered widespread attention. However, the adoption of the metaverse in English language learning has received limited scholarly attention. Hence, this study integrates the Extended Technology Acceptance Model (ETAM), the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) and Social Cognitive Theory (SCT) to investigate the factors affecting Generation Z students’ adoption of metaverse-based English learning in higher education. Based on 538 valid questionnaire sets collected from four universities and colleges, structural equation modelling was used to examine how technological, social, and personal psychological factors influence perceptions and attitudes, behavioural intention, and actual use. The findings indicate that self-efficacy, perceived usefulness, and hedonic motivation significantly influence Generation Z students’ perceptions and attitudes. Perceived ease of use, social influence, facilitating conditions, and hedonic motivation significantly influence behavioural intention where behavioural intention serves as the primary driver of actual use. However, perceived risks have no significant effect on perceptions and attitudes nor behavioural intention. This study contributes to the technology acceptance framework by integrating multidimensional factors to enrich its application in the context of metaverse-based English learning and provide actionable insights for optimising implementation strategies to promote learner engagement and actual use of the metaverse.</p>