Augmented Reality and EFL Learners’ Vocabulary Acquisition and Digital Literacy Enhancement
Keywords:
Technology, Augmented Reality, Digital Literacy, Collaboration, Learning Enjoyment, EFLAbstract
Purpose: This study aimed to investigate the impact of augmented reality (AR) technology on EFL learners’ vocabulary acquisition and digital literacy development and to explore learners’ perceptions toward the use of AR in language classrooms.
Methods and Materials: The study adopted a mixed-methods quasi-experimental design using a pretest-posttest procedure. The participants consisted of 30 female secondary school EFL learners aged 13–14 who were selected through availability sampling and homogenized using the Cambridge Placement Test. The participants were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group received AR-based vocabulary instruction through digital devices and interactive AR storybook applications, whereas the control group was taught using conventional teacher-centered vocabulary instruction. The intervention lasted 16 weeks. Data collection instruments included an 80-item vocabulary achievement test, a digital literacy questionnaire adapted from Ng (2012), and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Kolmogorov-Smirnov tests, paired-samples t-tests, and inferential statistical procedures, while qualitative interview data were thematically analyzed.
Findings: The inferential findings revealed a statistically significant improvement in the vocabulary achievement of the experimental group after receiving AR-based instruction, whereas the control group did not demonstrate significant progress. The paired-samples t-test showed a meaningful difference between the experimental group’s pretest and posttest vocabulary scores (p=.002<.05). Furthermore, the results of the digital literacy questionnaire demonstrated a statistically significant increase in the digital literacy levels of the experimental group following the intervention (p=.004<.05), while the control group showed no meaningful difference (p=.19>.05). The qualitative findings additionally indicated that learners perceived AR-based learning as motivating, enjoyable, collaborative, and supportive of learner autonomy and self-directed learning.
Conclusion: The study supports the integration of AR technologies into EFL education as an effective pedagogical approach capable of addressing both linguistic and technological learning needs in contemporary educational settings.
Downloads
References
Abedi, Z., & Tabatabaee-Yazdi, M. (2023). Does Digital Literacy Provide Evidence for Iranian EFL Learners' Cooperative Learning in Online Classrooms? Journal of Contemporary Language Research, 2(3), 158-166. https://doi.org/10.58803/jclr.v2i3.74
Asadi, M., & Ebadi, S. (2025). Integrating augmented reality in EFL reading comprehension: A mixed-methods study. Research and Practice in Technology Enhanced Learning, 20(23), 1-32. https://doi.org/10.58459/rptel.2025.20023
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology and Society, 17(4), 133-149. https://hdl.handle.net/20.500.12799/5029
Batista, A. F., Thiry, M., Queiroz Goncalves, R., & Fernandes, A. (2020). Using Technologies as Virtual Environments for Computer Teaching: A Systematic Review. Informatics in Education, 19(2), 201-221. https://doi.org/10.15388/infedu.2020.10
Belda-Medina, J., & Marrahi-Gomez, V. (2023). The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation. Electronics, 12, 749. https://doi.org/10.3390/electronics12030749
Binhomran, K., & Altalhab, S. (2021). The impact of implementing augmented reality to enhance the vocabulary of young EFL learners. The JALT CALL Journal, 17(1), 22-45. https://doi.org/10.29140/jaltcall.v17n1.304
Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education.
Brown, J. D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Programs. McGraw Hill.
Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers and Education, 68, 557-569. https://doi.org/10.1016/j.compedu.2013.02.015
Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers and Education, 153, 103900. https://doi.org/10.1016/j.compedu.2020.103900
Di Serio, A., Ibanez, M., & Kloos, C. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers and Education, 68, 586-596. https://doi.org/10.1016/j.compedu.2012.03.002
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of Research on Educational Communications and Technology (pp. 735-745). Springer.
Ebadi, S., & Ashrafabadi, F. (2022). An exploration into the impact of augmented reality on EFL learners' reading comprehension. Education and Information Technologies, 27(7), 9745-9765. https://doi.org/10.1007/s10639-022-11021-8
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. https://doi.org/10.14221/ajte.2016v41n3.3
Hamp-Lyons, L. (2000). Fairness in language testing. In A. J. Kunnan (Ed.), Fairness and Validation in Language Assessment (pp. 30-34). Cambridge University Press.
Ibanez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
Kaenchan, P. (2018). Examining Thai students' experiences of augmented reality technology in a university language education classroom University of Boston]. Boston.
Khan, R. M. I., Ali, A., Kumar, T., & Venugopal, A. (2023). Assessing the efficacy of augmented reality in enhancing EFL vocabulary. Cogent Arts and Humanities, 10(1), 2223010. https://doi.org/10.1080/23311983.2023.2223010
Khatoony, S. (2019). An innovative teaching with serious games through virtual reality assisted language learning. 2019 International Serious Games Symposium,
Khatoony, S., & Altinpulluk, H. (2021). Exploring Iranian and Turkish faculty members' views toward using augmented reality English trainer (ARET) application for educational purposes: A comparative study in different university faculties. Asian Journal of English Language and Pedagogy, 9(2), 128-152. https://doi.org/10.37134/ajelp.vol9.2.10.2021
Khatoony, S., Mall-Amiri, B., & Kolahi, S. (2025). Developing a New Augmented Reality Mobile Application to Improve School-Age EFL Learners' Vocabulary Acquisition. Technology Assisted Language Education, 3(2), 120-143. https://doi.org/10.22126/tale.2025.11840.1097
Khodabandeh, F., Bagheri, A., & Iranpour Mobarakeh, M. (2025). Augmented reality's role in EFL learning: Enhancing language skills in clothing and style through flipped and blended methods. Virtual Reality, 29(90), 1-29. https://doi.org/10.1007/s10055-025-01151-y
Korosidou, E. (2024). The Effects of Augmented Reality on Very Young Learners' Motivation and Learning of the Alphabet and Vocabulary. Digital, 4, 195-214. https://doi.org/10.3390/digital4010010
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by Embodiment: Six Precepts for Research on Embodied Learning and Mixed Reality. Educational Researcher, 42(8), 445-452. https://doi.org/10.3102/0013189X13511661
Mozaffari, S., & Hamidi, H. R. (2023). Impacts of augmented reality on foreign language teaching: A case study of Persian language. Multimedia Tools and Applications, 82(3), 4735-4748. https://doi.org/10.1007/s11042-022-13370-5
Ng, W. (2012). Can we teach digital natives' digital literacy? Computers and Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu
Perry, B. (2021). Gamifying French language learning: A case study examining a quest-based, augmented reality mobile learning-tool. Procedia, Social and Behavioral Sciences, 174, 2308-2315. https://doi.org/10.1016/j.sbspro.2015.01.892
Schorr, I., Plecher, D. A., Eichhorn, C., & Klinker, G. (2024). Foreign language learning using augmented reality environments: A systematic review. Frontiers in Virtual Reality, 5, 1288824. https://doi.org/10.3389/frvir.2024.1288824
Skulmowski, A., Pradel, S., Kuhnert, T., Brunnett, G., & Rey, G. D. (2016). Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task. Computers and Education, 92-93, 64-75. https://doi.org/10.1016/j.compedu.2015.10.011
Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72. https://doi.org/10.9743/JEO.2015.2
Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots and ChatGPT. The Journal of Cognitive Systems, 7, 33-38. https://doi.org/10.52876/jcs.1227392
Topu, F. B., Yilmaz, R. M., & Tulgar, A. T. (2023). The effects of using augmented reality on vocabulary learning and attitude of preschool children in English education. Education and Information Technologies, 29(10), 11733-11764. https://doi.org/10.17275/per.22.105.9.5
Tsai, C. C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000. https://doi.org/10.29333/iji.2020.13460a
Wang, Y. (2024). The impact of an augmented reality application on EFL learners' oral proficiency. Innovation in Language Learning and Teaching, 1-16. https://doi.org/10.1080/17501229.2024.2333539
Wen, Y. (2018). Chinese character composition game with augmented papers. Educational Technology and Society, 21(3), 132-145. https://doi.org/10.22318/cscl2018.208
Wen, Y. (2020a). An Augmented Paper Game with Socio-Cognitive Support. Ieee Transactions on Learning Technologies, 13(2), 259-268. https://doi.org/10.1109/TLT.2019.2924216
Wen, Y. (2020b). Augmented reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development, 1-21. https://doi.org/10.1007/s11423-020-09893-z
Wen, Y., & Looi, C. K. (2019). Review of augmented reality in education: Situated learning with digital and non-digital resources. In K. K. Bhagat (Ed.), Learning on a Digital World (pp. 179-193). Springer. https://doi.org/10.1080/10494820.2023.2214182
Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners' attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570-585. https://doi.org/10.1016/j.compedu.2013.02.014
Wu, P. H., Hwang, G. J., Yang, M. L., & Chen, C. H. (2018). Impacts of integrating the repertory grid into an augmented reality-based learning design on students' learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221-234. https://doi.org/10.1080/10494820.2017.1294608
Wu, W., & Kabilan, M. K. (2025). Foreign language enjoyment in language learning from a positive psychology perspective: A scoping review. Frontiers in psychology, 16, 1545114. https://doi.org/10.3389/fpsyg.2025.1545114
Yilmaz, R. M., Topu, F. B., & Takkac Tulgar, A. (2022). An examination of vocabulary learning and retention levels of preschool children using augmented reality technology in English language learning. Education and Information Technologies, 27(5), 6989-7017. https://doi.org/10.1007/s10639-022-10916-w
Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology and Society, 20(1), 156-168.
Zhao, Y., & Wang, Q. (2024). Applying augmented reality multimedia technology to construct a platform for translation and teaching system. Heliyon, 10, 1-17. https://doi.org/10.1016/j.heliyon.2024.e28700
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2026 Maysam Aqdasi (Author); Massoud Tajadini; Hassan Shahabi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
