The impact of implementing augmented reality to enhance the vocabulary of young EFL learners

Abstract

This study seeks to contribute to the small, but growing area of research regarding technology potential in the field of vocabulary research. The study aims to determine the usefulness of augmented reality (AR) technology in EFL vocabulary learning. An experiment was conducted to examine young learners’ motivation and vocabulary retention. The current study employed two instruments: a pre-post-delayed test and an interview. The participants (=73) were primary school sixth-graders (11–12 years old) and were assigned into two groups, experimental (38) and control (35). The findings revealed that there were differences in the mean scores in favour of the experimental group. However, these differences were not statistically significant. Furthermore, seventeen students were interviewed regarding their perceptions of the used technology. The findings showed that AR results in better understanding and higher levels of motivation among students. The study also highlighted the role of technology in the domain of language learning.

The Development of EFL Lexical Competence through the Use of Computer Assisted Language Learning in Qassim University

“…On the other hand, the above result is contradictory to results reported by a few previous studies in different contexts (Alemi et al, 2021;Binhomran & Altalhab, 2021;Maftoon et al, 2021;Nakata, 2008). These studies reported no statistically significant differences in the vocabulary posttests between the experimental groups that learned vocabulary through technological tools and the control groups that learnt vocabulary through traditional approaches.…”

“…The above result was also supported by other studies on the use of Augmented Reality (AR) technology, which is a form of virtual reality where learners learn new vocabulary through audio and visual media, including its audio pronunciation and pictures and video materials that explain the meaning and use of new vocabulary. For instance, Binhomran and Altalhab (2021) them, despite the different mean scores of both CALL-supported and traditional approach-supported groups of learners in vocabulary performance, these differences were not statistically significant. The researchers attributed this result to several probable factors affecting learners' retention of vocabulary, their lack of technical knowledge, distraction, and chaos resulting from CALL-supported vocabulary learning.…”

“…These include their limited access to the Internet, incomplete or insufficient definitions of new vocabulary and distraction to their attention when learning using e-sources for vocabulary (Mohamad et al, 2017). As found by Binhomran and Altalhab (2021), despite their positive views on CALL-supported vocabulary learning, some students did not enjoy their experience in learning vocabulary using technology because of the distraction caused by using a tablet, the difficulties encountered in understanding the meaning of the new words. This suggests the need for teacher's support and guidance.…”

“…From the above studies, it can be concluded that computer-assisted vocabulary learning has gain widespread in education, in particular in EFL learning and teaching. A few studies, two of which cited above (Taj et al, 2017;Binhomran & Altalhab, 2021) in addition to another study (AbuSeileek, 2007) have been conducted in the context of Saudi Arabia. These studies suggest that online instruction including vocabulary learning instruction is more effective with the use of advanced technologies.…”

“…Their findings indicate that students expressed their positive views on the benefits of CALL-supported vocabulary learning, including the freedom to access and learn new vocabulary regardless of time and place especially when accessing these sources via phone mobile devices (Lew, 2010;Mohamad, Rashid, & Wan, 2017) ease of use (Amirian & Heshmatifar, 2013;Mohamad et al, 2017), clear instructions on the meaning and use of new vocabulary (Fageeh, 2014;Mohamad et al, 2017). According to Binhomran and Altalhab (2021), most of the students expressed their satisfaction about their experience in CALL-supported vocabulary learning, expressed their positive attitudes towards it, seemed motivated to learn new vocabulary and perceived technology as an interactive learning environment for vocabulary. Some other benefits reported by this latter study are understanding the meaning of new words without the need for teacher's help.…”