A Review of Research on AR-Supported Language Learning
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| Title: | A Review of Research on AR-Supported Language Learning |
|---|---|
| Language: | English |
| Authors: | Rustam Shadiev (ORCID |
| Source: | Innovation in Language Learning and Teaching. 2024 18(1):78-100. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Early Childhood Education Preschool Education Secondary Education |
| Descriptors: | Physical Environment, Simulated Environment, Computer Simulation, Handheld Devices, Elementary Education, Preschool Education, Secondary Education, Second Language Learning, Technology Uses in Education, English (Second Language), Chinese, Japanese, Mayan Languages, Listening Skills, Speech Skills, Reading Skills, Writing Skills, Vocabulary Skills, Second Language Instruction, Postsecondary Education |
| DOI: | 10.1080/17501229.2023.2229804 |
| ISSN: | 1750-1229 1750-1237 |
| Abstract: | Augmented Reality (AR) has gained significant attention in the field of language learning. This study conducted a systematic review of research on AR-supported language learning published between 2008 and 2022. Thirty articles were selected based on specific inclusion and exclusion criteria, and analyzed using an analytical framework with the following dimensions: (1) technologies used, (2) target languages and skills, (3) theories and pedagogical approaches, (4) learning activities, (5) methodology used, and (6) major findings, including reported problems. The study yielded the following main outcomes. The majority of studies employed mobile devices for AR learning activities, with a focus on the English language and vocabulary acquisition as the most frequently trained language component. Scholars predominantly leveraged cognitive theory of multimedia learning along with game- and task-based learning approaches in their studies. The reviewed studies mainly involved students from higher education levels, with questionnaires being the most commonly used data collection method. Reported findings pertained to affective, behavioral, and language learning outcomes such as satisfaction, engagement, and speaking ability. Scholars identified proficiency in using AR, cooperation, design strategy, and application-related issues as challenges. Based on the results of the study, several implications and recommendations were presented by the authors. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407560 |
| Database: | ERIC |
| Abstract: | Augmented Reality (AR) has gained significant attention in the field of language learning. This study conducted a systematic review of research on AR-supported language learning published between 2008 and 2022. Thirty articles were selected based on specific inclusion and exclusion criteria, and analyzed using an analytical framework with the following dimensions: (1) technologies used, (2) target languages and skills, (3) theories and pedagogical approaches, (4) learning activities, (5) methodology used, and (6) major findings, including reported problems. The study yielded the following main outcomes. The majority of studies employed mobile devices for AR learning activities, with a focus on the English language and vocabulary acquisition as the most frequently trained language component. Scholars predominantly leveraged cognitive theory of multimedia learning along with game- and task-based learning approaches in their studies. The reviewed studies mainly involved students from higher education levels, with questionnaires being the most commonly used data collection method. Reported findings pertained to affective, behavioral, and language learning outcomes such as satisfaction, engagement, and speaking ability. Scholars identified proficiency in using AR, cooperation, design strategy, and application-related issues as challenges. Based on the results of the study, several implications and recommendations were presented by the authors. |
|---|---|
| ISSN: | 1750-1229 1750-1237 |
| DOI: | 10.1080/17501229.2023.2229804 |
