Integrating Augmented Reality (AR) In EFL Class For Teaching Vocabulary

Abstract

<jats:p>In the industrial era 4.0, the use of technology in the learning process is an important element. Teachers need to be more technologically in their teaching process since the use of technology has become a lifestyle. Augmented Reality (AR) is an interactive experience of a real-world environment which is considered effective as good medium in learning especially in English vocabulary. This article aims to explore the use of AR for young learners by comparing it with conventional paper flashcards. This method used quantitative research or more specifically quasi-experimental design at the second grade of Primary school in Padalarang. The data of the research was obtained from pre-test and post-test and it was analyzed by using SPSS 22 for windows. The results showed that both AR and conventional flashcard could significantly improve young learners’ vocabulary. However, the mean score of posttest in experimental class was 74.83 and 62.5 for control class. The data analysis revealed that the null hypothesis was rejected. In other word, the posttest score of experimental class was higher than control class. In summary, learning English vocabulary through augmented reality (AR) could improve students’ vocabulary mastery. It made young learners more engaged and excited to learn English vocabulary.</jats:p>

A Systematic Review of Augmented Reality in English Language Learning

“…In terms of how AR is practiced in English language learning, the findings look into the level of learners involved in the studies, the location of AR implementation and either they are markerbased or markerless. The results of this study show that AR was mostly used in primary school with 40% of level of learners participated in English language learning by using this technological tool Yaacob, 2019;Solak & Cakir, 2016;Chen , 2018;Tobar-Munoz et.al., 2017;Danaei et.al., 2020;Sadikin & Martyani., 2020;Martinez et.al., 2017;). The level of learners participated in ELL using AR at the tertiary level and preschool show the same percentage of 50%.…”

“…As mentioned above, marker-based AR is mostly used indoor meanwhile, markerless AR is often used outdoor. Most of the studies carried out AR indoor Che Samihah et.al., 2019;Yaacob et.al., 2019;Solak & Cakir, 2016;Chen , 2018;Taskiran, 2018;Redondo et.al., 2019;Tobar-Munoz et.al., 2018;Danaei et.al., 2020;Sadikin & Martyani, 2020;Martinez et.al., 2017;Al-Asheeri, 2017;Safar et.al., 2017;Chen & Chan, 2019;Soo et.al., 2019;Tsai, 2020) compared to outdoor (Richardson et.al., 2016;Yeh & Tseng, 2020). At the same time, the studies also showed that AR can be used simultaneously indoor and outdoor (Lee et.al., 2019;Wang & Khambari, 2020).…”

“…Besides that, vocabulary learning was positively influenced by the implementation of AR. The results show that AR could significantly improve the vocabulary learning (Yaacob et.al., 2019;Solak & Cakir, 2016;Sadikin & Martyani, 2020;Chen & Chan, 2019;Lee et.al., 2019;Tsai, 2020). Solak & Cakir (2016) in their study proved that the activities designed with AR led to stronger storage in long term memory.…”

The Usefulness of Augmented Reality in Enhancing English as a Second Language (ESL) Learners’ Vocabulary Acquisition: A Systematic Review (2018-2022)

“…Students struggled to use terms accurately inside the post-assessment practice statement segment. Conversely, it has more of a broad consensus after conducting their AR post-assessment (Sadikin & Martyani, 2020). People had several "tip of the tongue" occasions in which they had been trying to recall context or components of a term but simply failed to get most of the facts through, plus students were very precisely recalling visuals or aspects of the AR environment throughout their exemplary phrases (Tsai, 2020).…”

The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

“…The results show that AR could significantly improve the vocabulary learning (Solak & Cakir, 2016;Chen & Chan, 2019;Lee et al, 2019;Yaacob et.al. 2019;Sadikin & Martyani, 2020;Tsai, 2020). This is also supported by Cheng (2020) in which "AR has a significant effect on students' English vocabulary learning with various levels of low, intermediate and high groups" (p. 170).…”