Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 04 01 Augmented Reality and EFL Learners’ Vocabulary Acquisition and Digital Literacy Enhancement Augmented Reality and EFL Learners’ Vocabulary Acquisition and Digital Literacy Enhancement 1 16 10.61838/kman.ijes.1455 EN Journal Article 2025 11 27 <p><strong>Purpose:</strong> 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.</p> <p><strong>Methods and Materials: </strong>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.</p> <p><strong>Findings: </strong>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&lt;.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&lt;.05), while the control group showed no meaningful difference (p=.19&gt;.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.</p> <p><strong>Conclusion: </strong>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.</p> https://qijes.com/index.php/ijes/article/download/1455/1458