Developing a New Augmented Reality Mobile Application to Improve School-Age EFL Learners’ Vocabulary Acquisition

An innovative method for improving English language learners' linguistic skills is augmented reality. This study investigated the impact of a newly developed augmented reality-assisted language learning (ARAL) smartphone application on learning English vocabulary using the phonics technique. Thirty-six first-time language learners, ages ۶ to ۸, participated in the study. They were randomly divided into two groups of ۱۸: the control group, which received traditional instruction using flashcards and repetition, and the experimental group, which used the ARAL application. Results from an independent sample t-test comparing pre- and post-test scores indicated a significant difference between the two groups (t(۲۴.۳۲) = ۸.۸۳, p < ۰.۰۰۱). The experimental group showed a mean gain score of ۲.۷۲ (SD = ۰.۹۷), significantly higher than the control group's mean gain score of ۰.۴۷ (SD = ۰.۴۶). These findings provide robust statistical evidence that the ARAL application significantly outperformed traditional methods in vocabulary acquisition. Additionally, structured interviews revealed that the experimental group had a favorable attitude toward using augmented reality in their language learning. This study offers valuable insights for EFL teachers and researchers interested in integrating augmented reality into language education.

کلیدواژه ها:

Augmented reality ، English vocabulary acquisition ، School-age EFL learners ، Mixed-Methods Research