Developing Augmented Reality (AR) as Assisted Technology in Reading Based on Content-Language Integrated Learning

Abstract

Assisted technology has become one of the primary needs for inclusive education, especially for language learning. Language learning mediated by technology can provide affordances to EFL learners with low English language skills. Therefore, an assisted technology with content-language integrated learning was developed with the ADDIE approach to producing meaningful and motivational language learning with a dual focus, namely content and language. The materials presented in the assisted technology were developed stick to the Line-of-Sight by the Branch model (2009), which covers needs, goals, strategies, and assessment. The technology and material development result were named assisted technology-enhanced language learning (ATELL) and created with a marker-based augmented reality application. The AR application is an assisted technology for reading comprehension skills that guide the students in critical thinking for critical reading activities. The findings of the study show that students who read with the AR application performed better than those who read with the traditional method. The students also reported that they have a positive perception of the integration of the AR application for language learning for several attributes such as technology interactivity, compatibility, learning ambience, and cognitive condition.

Technology acceptance of augmented reality to attitude and self-efficacy in learning English

“…This study revealed that perceived usefulness is not a significant predicting element on the learners' attitude to use augmented reality for their English language learning. In the context of this study, the learners with low proficiency skills and homogenous abilities are prone to disregard perceived usefulness that relates to the performance improvement (Yulian et al, 2022). Another predictor namely perceived enjoyment plays influential factor how the learners accept the technology for their learning.…”

Effects of Using Ttsreader in Improving English Reading Skills of Students With Learning Difficulties

“…Assistive technology refers to devices or materials that can be used to help individuals with special needs and increase their functionality levels in the classroom. With the appropriate use of assistive technology, it can enhanced the effectiveness of the teaching, learning process, students' well-being, as well as creating the same opportunities and access to learning in a normal classroom (Yulian et al 2022). Therefore, in order to assist students with learning difficulties and to improve their reading skills in English subjects, teachers play an important role in determining the effective usage of technological materials.…”

Interactive Learning Media Assisted by Adobe Flash to Improve Students’ Motivation and Story-reading Skills at the Third Grade of Elementary School

“…Students feel bored because learning is monotonous, and they only listen to the teacher explain and use existing thematic books (Fujiastuti et al, 2019;Izzaturahma et al, 2021). There is no use of technology-based learning media in schools, making teachers learn using existing books (Adnyani & Wibawa, 2021;Gultom et al, 2021;Mustaqim & Kurniawan, 2017;Yulian et al, 2022). The rest repeatedly use story books available in the school reading corner.…”