The Effects of Augmented Reality in Situated English Language Learning.
Background: AR allows users to experience a digital world that blends seamlessly with the physical world, creating an immersive and interactive experience. This is directly in line with the principles of Situated Learning Theory (SLT) that aim to put students in authentic situations in which they ca...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 16 |
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| Autores principales: | , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452183&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452183 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452183 185452183 185452183 10.1111/jcal.70041 185452183 ppf: 1 ppct: 15 formats: tig: atl: The Effects of Augmented Reality in Situated English Language Learning. aug: au: Parlar, Büşra Sütçü, Selim Soner affil: Department of Foreign Languages, University of Turkish Aeronautical Association, Ankara, Turkey sug: subj: Augmented Reality Utilization Learning Theory Teaching Methods English as a Second Language Turkiye Student Attitudes Students, Elementary Listening Evaluation Skill Acquisition Human Schools, Secondary Turkiye Turkiye Private Sector Quasi-Experimental Studies Motivation Student Experiences Questionnaires Convenience Sample Conceptual Framework Scales Pretest-Posttest Design Clinical Trials ab: Background: AR allows users to experience a digital world that blends seamlessly with the physical world, creating an immersive and interactive experience. This is directly in line with the principles of Situated Learning Theory (SLT) that aim to put students in authentic situations in which they can be actively immersed in real‐world activities. However, there is still a lack of research and practical guidelines on how to effectively use AR as a teaching aid in the English as a Foreign Language (EFL) classroom to enhance different aspects of language teaching. Objectives: This study investigates the effects of a listening course based on SLT and designed by using AR technology. Methods: The participants of the study were 84 fifth‐grade students in three private secondary schools in Ankara, Türkiye. It was a quasi‐experimental study with three control groups and three experimental groups. Results and Conclusions: The students who used AR had significantly better English listening performance compared to other students who used traditional methods. The students expressed a positive attitude towards the use of AR in courses, finding it enjoyable and motivating, and stating that it helped them concentrate on listening courses. They also expressed a willingness to see AR technology in their other lessons and found it easy to use AR technology on their mobile devices, without experiencing any anxiety. The main contribution of this study to the field is that it provides empirical evidence of AR's effectiveness in improving listening performance and fostering positive attitudes among EFL students as well as practical insights for language teachers. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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