Teaching vocabulary items through augmented reality among Iranian EFL learners

This study investigates the impact of augmented reality (AR) on vocabulary learning and retention among Iranian intermediate EFL (English as a Foreign Language) learners. Vocabulary acquisition is a critical component of language proficiency, and the integration of AR in educational settings offers an innovative approach to enhance this process. A total of ۴۰ intermediate female students were divided into an experimental group, which used AR to learn vocabulary, and a control group, which employed traditional methods. Data were collected through pretests, posttests, and delayed posttests to assess both immediate vocabulary acquisition and long-term retention. Results showed that the experimental group demonstrated significantly better vocabulary performance in both the posttest and delayed posttest compared to the control group, highlighting the effectiveness of AR in vocabulary development and retention. These findings align with previous research suggesting that AR not only increases motivation but also provides a more engaging and interactive learning environment. The study concludes that AR can be a valuable tool for improving vocabulary learning and retention, offering a dynamic alternative to traditional educational methods. Future research could explore the broader applications of AR in language learning, including its effects on other language skills and its potential in diverse educational contexts

کلیدواژه ها:

Augmented reality ، Vocabulary items ، EFL lraeners