Pre-Service Language Teachers' Development of Augmented Reality Applications

Abstract

This qualitative study explored pre-service English language teachers' attitudes, subjective norms, and perceived behavioural control beliefs regarding their intentions to use augmented reality (AR) technology for their future language classes. The data were collected through semi-structured interviews (n=15) and retrospective reflection papers (n=55) from two groups of pre-service English language teachers in a state and foundation university in Istanbul, Turkey. In development of the interview questions and analysis of the data, the authors utilized decomposed theory of planned behavior as their research framework. Findings revealed that participants intend to use AR in their future classes due to its perceived usefulness, student influence, and perceived ease of use. Additionally, they also reported their views on affordances and drawbacks of augmented reality technology for language learning and teaching purposes. Furthermore, the findings portrayed that new technologies such as AR can be adopted by pre-service teachers once they are given an opportunity to experience.