Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.

The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign Language (EFL). Thanks to the recent worldwide availability of new technological devices, such as tablets and smartphones, AR applications can be effectively used today in language learning with different learning purposes, such as grammar or enhancing the student’s listening skills, among others. Thus, the main purpose of this study aims to examine the use of AR in Language Learning thoroughly and evaluate the possibility of including the tool in today’s education by analyzing the possible advantages and limitations that researchers may have found in their studies.

The recent emergence of digital authoring tools related to Augmented Reality (AR), such as Zooburst, Roar or Aumentaty, has facilitated the integration of this cutting-edge technology in Education. Consequently, different publications have come out to light about the affordances and limitations of integrating technology AR in the EFL/ESL classroom. Thus, this study seeks to analyze and review the recent trends in AR implementation in the English as a Foreign Language Classroom (EFL) and to present the main projects aimed at teaching English with AR-based projects that have been published in the latest years in WOS and Scopus. Following the methodology, the improvement in the performance of the student in different areas of study has been proved while using AR in EFL teaching.