Design and Implementation of Augmented Reality for English Language Education

Zhang, Danyang; Wang, Minjuan; Wu, Junjie Gavin

doi:10.1007/978-3-030-42156-4_12

Cited by 30 publications

(17 citation statements)

References 24 publications

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“…Theoretically, there is a major gap in terms of pedagogical frameworks and models (Zhang et al, 2020) to offer insights into designing and learning tasks that ensure motivating learners to complete online courses without losing interest and ensure the relevance of the learning material (Shapiro, et al, 2017; Wozniak, 2020).…”

Section: Discussionmentioning

confidence: 99%

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Bahari

2021

E-Learning and Digital Media

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The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.

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Section: Discussionmentioning

confidence: 99%

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Bahari

2021

E-Learning and Digital Media

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“…One of the major difficulties in integrating AR is the lack of knowledge on theories and pedagogical principles among pre- and in- service teachers (Kerr & Lawson, 2020 ). The three most commonly cited approaches for AR integration are Constructivism, Connectivism and Situated Learning (Dunleavy & Dede, 2014 ; Zhang et al, 2020 ). First, the Constructivist approach upholds that learning is a social activity where learners actively construct their knowledge through previous experience and interaction with new events.…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, the Constructivist approach upholds that learning is a social activity where learners actively construct their knowledge through previous experience and interaction with new events. According to Zhang et al ( 2020 : 2019), ‘learners can acquire contextualized linguistic and content knowledge from the AR-based language learning materials, internalize and construct the knowledge, and then use the obtained knowledge in productive tasks’. Then and closely related with Constructivism, the Situated Learning Theory (SLT) claims that learning takes place within a community of practice and that knowledge should be acquired in the environment in which it is applied, according to three of its main principles: context, interaction and communication.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework

Belda-Medina

Calvo-Ferrer

2022

Educ Inf Technol

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Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.

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“…Without it, it is exceedingly difficult to exist in a society that is progressing at a breakneck pace and where English is deemed the primary language of communication. As a result of advances in advanced technologies such as artificial intelligence and virtual reality, there is a growing interest in improving student speech performance (Zhang, et al, 2020). Additionally, Kessler (2018) indicated that speaking has been the least investigated important language ability in comparison to writing, listening and reading.…”

Section: Speaking Skillsmentioning

confidence: 99%

Language Learning Strategies Used by ESL Students of a Chinese Secondary School in Improving Speaking Skills

Chee¹,

Kathiyaiah²,

Hani³

et al. 2021

IJARBSS

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In this globalization era, English has progressively become the medium in every aspect of communication, both in local and international surroundings. Hence, there is a request for speakers who can communicate in English productively in every country. Speaking is one of the most fundamental skills in English language education. A lot has been discussed relating to the good language learners, but not much is investigated about the strategies used in a Chinese school in order to further improve and acquire their second language learning skills. Besides that, students differ in proficiency, hence a suitable language learning strategy needs to be identified to enhance their speaking skills. Thus, this paper aims to identify language learning strategies and also to discover the direct or indirect strategies used by ESL students of a Chinese Secondary school in improving speaking skills. This study employed a quantitative design where a questionnaire was used in collecting the data. The survey was conducted among 50 Senior 2 learners in a particular Chinese school. A purposive sampling technique was used to select the students for this study. The results of the study have indicated that the metacognitive approach is the most often utilized language learning strategy among Independent Chinese School students in enhancing speaking skills. Furthermore, the findings and implications in this study may be beneficial to some ESL educators in exploring the effectiveness of utilizing suitable language learning strategies in enhancing speaking skills in the future.

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Design and Implementation of Augmented Reality for English Language Education

Cited by 30 publications

References 24 publications

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework

Language Learning Strategies Used by ESL Students of a Chinese Secondary School in Improving Speaking Skills

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