Enhancing Vocabulary Learning and Retention in EFL Students: A Comparative Study of ARLOOPA Augmented Reality App in Flipped Online and Flipped Face-to-Face Classes.
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| Title: | Enhancing Vocabulary Learning and Retention in EFL Students: A Comparative Study of ARLOOPA Augmented Reality App in Flipped Online and Flipped Face-to-Face Classes. |
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| Authors: | Khodabandeh, Farzaneh (AUTHOR) |
| Source: | Educational Technology Research & Development. Aug2025, Vol. 73 Issue 4, p2523-2541. 19p. |
| Subjects: | Augmented reality, Vocabulary, Recollection (Psychology), Limited English-proficient students, Blended learning, Second language acquisition |
| Abstract: | Augmented reality (AR) technology has risen as a promising instrument for enriching educational encounters across diverse learning environments. In the realm of English as a Foreign Language (EFL) instruction, AR applications have shown potential in improving vocabulary learning and retention among students. This research investigates the effect of the ARLOOPA augmented reality app on the countable and uncountable vocabulary learning and retention of EFL students at a high school level within the context of flipped instruction. The study focused on a cohort of 30 female EFL students, who were chosen based on their results in the Oxford Quick Placement Test. Prior to the intervention, a countable and uncountable vocabulary pretest was administered to assess the students' initial proficiency. Both the flipped online and flipped face-to-face groups received countable and uncountable vocabulary instruction using ARLOOPA augmented reality app. However, the flipped online group accessed the instructional materials through online platforms, while the flipped face-to-face group received them in traditional classroom settings. Following 12 sessions of the treatment, a follow-up assessment was carried out to evaluate the effects of the AR app on the students' countable and uncountable vocabulary proficiency. Additionally, a delayed vocabulary test was administered two weeks after the post-test to assess the participants' retention of the newly acquired countable and uncountable vocabulary. Analysis of the data indicated that the online flipped group performed better than the face-to-face flipped group. The findings suggest that the online instruction, coupled with the interactive and immersive nature of ARLOOPA, contributed to the enhanced countable and uncountable vocabulary learning outcomes in the flipped online group. These results underscore the potential of AR technology and flipped instruction in EFL classrooms, especially when delivered through online platforms, to create more engaging and effective learning environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Augmented reality (AR) technology has risen as a promising instrument for enriching educational encounters across diverse learning environments. In the realm of English as a Foreign Language (EFL) instruction, AR applications have shown potential in improving vocabulary learning and retention among students. This research investigates the effect of the ARLOOPA augmented reality app on the countable and uncountable vocabulary learning and retention of EFL students at a high school level within the context of flipped instruction. The study focused on a cohort of 30 female EFL students, who were chosen based on their results in the Oxford Quick Placement Test. Prior to the intervention, a countable and uncountable vocabulary pretest was administered to assess the students' initial proficiency. Both the flipped online and flipped face-to-face groups received countable and uncountable vocabulary instruction using ARLOOPA augmented reality app. However, the flipped online group accessed the instructional materials through online platforms, while the flipped face-to-face group received them in traditional classroom settings. Following 12 sessions of the treatment, a follow-up assessment was carried out to evaluate the effects of the AR app on the students' countable and uncountable vocabulary proficiency. Additionally, a delayed vocabulary test was administered two weeks after the post-test to assess the participants' retention of the newly acquired countable and uncountable vocabulary. Analysis of the data indicated that the online flipped group performed better than the face-to-face flipped group. The findings suggest that the online instruction, coupled with the interactive and immersive nature of ARLOOPA, contributed to the enhanced countable and uncountable vocabulary learning outcomes in the flipped online group. These results underscore the potential of AR technology and flipped instruction in EFL classrooms, especially when delivered through online platforms, to create more engaging and effective learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-025-10489-8 |
