The use of technology in education has rapidly developed and various technological tools are implemented in the classroom. One of the technological tools which currently takes place in the interest of technology in education is augmented reality (AR). Hence, this study provides a systematic approach to explore how AR is practiced in English language learning (ELL), the benefits and limitations of using AR. This study employed comprehensive analysis and synthesis of 20 articles including peer-review journal articles and full-text articles within the period of 2016 to 2020 from three databases namely Google Scholar, ScienceDirect and Eric. Results of this study show that quantitative was mostly used in exploring the use of AR in ELL. This review also explores the features of AR mostly practiced in ELL and the positive impacts on ELL. Besides that, it analyses the constraints and limitations of using AR in teaching and learning. Overall, the results of this study show that all the studies agreed that AR can bring positive impacts towards ELL despite some limitations and constraints found in the integration of AR in learning.

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.