Using Augmented Reality in Language Classrooms: The Case of EFL Elementary Students

Sarah Aldossari, Zainab Alsuhaibani

Abstract


This study sought to measure the effectof using augmented reality (AR) on developing language learning. It also explored teachers’ perceptions about the use of augmented reality in general, and its effecton students’ autonomy. A quasi-experimental research design using a pre-test and a post-test with control and experimental groups was followed to measure the effectof using augmented reality on elementary students’ language learning. Further, two questionnaires were designed to explore EFL teachers’ perceptions about AR, and its effecton students’ autonomy. The sample consisted of 72 Saudi EFL elementary students and 80 EFL teachers. The results revealed that the use of augmented reality enhanced EFL students’ language learning significantl. The results also showed that teachers perceived AR technology as valuable and effective.They acknowledged its multiple benefitsfor EFL elementary students. It enabled better learning of essential skills, increased students’ motivation and positive attitudes, and fostered students’ autonomy. It is expected that these findingswill help learners, teachers, curriculum developers, and administrators.

Keywords


Augmented Reality, Attitudes, Autonomy, EFL, Elementary Students, Perceptions, Saudi

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References


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DOI: https://doi.org/10.7575/aiac.alls.v.12n.6.p.1

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