Assisted technology has become one of the primary needs for inclusive education, especially for language learning. Language learning mediated by technology can provide affordances to EFL learners with low English language skills. Therefore, an assisted technology with content-language integrated learning was developed with the ADDIE approach to producing meaningful and motivational language learning with a dual focus, namely content and language. The materials presented in the assisted technology were developed stick to the Line-of-Sight by the Branch model (2009), which covers needs, goals, strategies, and assessment. The technology and material development result were named assisted technology-enhanced language learning (ATELL) and created with a marker-based augmented reality application. The AR application is an assisted technology for reading comprehension skills that guide the students in critical thinking for critical reading activities. The findings of the study show that students who read with the AR application performed better than those who read with the traditional method. The students also reported that they have a positive perception of the integration of the AR application for language learning for several attributes such as technology interactivity, compatibility, learning ambience, and cognitive condition.

The proliferation of assisted technology has been widely used in language learning, but this should be able to accommodate inclusive language learning which has become an important issue in today’s English language teaching and the higher education landscape in Indonesia. This study examined the perception of EFL slow learners in terms of the integration of an inclusive technology with authentic multimedia assisted language learning (AMALL). It discovered the impact of authentic multimedia assisted language learning on their speaking performance. This study also analysed the benefits of this technology perceived by the students. A mixed-method sequential exploratory was employed to examine students’ perception of EFL slow learners in speaking performance. A sample of 30 EFL learners was selected purposively to participate in this study. The study also examined the impact of this application by comparing the results of pre-test and post-test of the students’ speaking performance based on the analytic oral language-speaking rubric namely speaking, fluency, structure, and vocabulary. The findings of the study show that students perceived authentic multimedia assisted language learning provides some advantages in terms of usefulness, easiness, and effectiveness for speaking skill. There was also an improvement in speaking performance