A review of research on AR-supported language learning

Abstract

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.