Augmented Reality in Teaching and Learning English Reading: Realities, Possibilities, and Limitations

Abstract

Mobile technology that has recently taken its flight into emergence is called Augmented Reality. Advancements of AR have largely incorporated its uses through mobile technology, which makes it possible for just about anyone who has a mobile device to use AR such as can be seen in the widespread popularity of the online mobile games. Although augmented reality is still in the beginning stages of making its way into the educational realm, it does offer the capabilities of greatly enhancing our educational system. In fact, based on previous scholarly studies, Augmented Reality has been shown to be effective in learning the English language and could improve student motivation. This conceptual paper thus reports on past studies on the use and usefulness of Augmented Reality in teaching and learning in English language reading. In this paper, the concept of Augmented Reality, its usage in language learning, the benefits of using AR in language learning, the limitations in using AR in language learning, and teacher's level of readiness and acceptance in using AR in classroom reading instruction will be discussed. The authors will also provide some recommendations for stakeholders, especially in regards to the use of Augmented Reality in teaching of English language reading, and also suggestions for future research

Teachers’ Beliefs About Effective Foreign Language Teaching of Students With Intellectual Disability in a Greek Efl Context

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

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Going Back to Basics: Effectiveness of Reading English Newspaper on Vocabulary Knowledge of Malaysian Secondary Level ESL/EFL Students

“…Furthermore, Kaur and Abdullah (2017) also revealed that with lack of English usage and minimum exposure among students, this has caused them to possess low proficiency level in the English language. According to Lewis (2000), one of the major challenges faced by language learners are increasing their vocabulary knowledge in order to improve their proficiency level (Ali & Razali, 2019;Jamrus & Razali, 2019). Furthermore, the English teachers in Malaysia mostly focus on other aspects of the language, such as reading and writing skills and mastery level of grammatical aspects (Musa, Lie & Azman, 2012).…”