Developing a New Augmented Reality Mobile Application to Improve School-Age EFL Learners’ Vocabulary Acquisition

Document Type : Original Article

Authors

Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

An innovative method for improving English language learners' linguistic skills is augmented reality. This study investigated the impact of a newly developed augmented reality-assisted language learning (ARAL) smartphone application on learning English vocabulary using the phonics technique. Thirty-six first-time language learners, ages 6 to 8, participated in the study. They were randomly divided into two groups of 18: the control group, which received traditional instruction using flashcards and repetition, and the experimental group, which used the ARAL application. Results from an independent sample t-test comparing pre- and post-test scores indicated a significant difference between the two groups (t(24.32) = 8.83, p < 0.001). The experimental group showed a mean gain score of 2.72 (SD = 0.97), significantly higher than the control group's mean gain score of 0.47 (SD = 0.46). These findings provide robust statistical evidence that the ARAL application significantly outperformed traditional methods in vocabulary acquisition. Additionally, structured interviews revealed that the experimental group had a favorable attitude toward using augmented reality in their language learning. This study offers valuable insights for EFL teachers and researchers interested in integrating augmented reality into language education. 

Keywords

Technology Assisted Language Education
Volume 3, Issue 2
June 2025
Pages 120-143

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