Abstract
A Systematic Review of Augmented Reality in English Language Learning
Highlights
The trend in the education system always changes rapidly to cater to various needs in this 21st century, especially due to the advancement in technology
How augmented reality is practiced in English language learning? The different features of AR implemented in English language learning were divided into the location, marker-based AR and markerless AR
How AR is practiced in English language learning? In terms of how AR is practiced in English language learning, the findings look into the level of learners involved in the studies, the location of AR implementation and either they are markerbased or markerless
Summary
The trend in the education system always changes rapidly to cater to various needs in this 21st century, especially due to the advancement in technology. “The attractiveness of AR as a teaching-tool is its ability to deliver a blended learning experiences created from the mixing of the virtual and real environments or materials in the classroom” (Barrow et al, 2019) This is inevitably beneficial in tandem to the fact the Ministry of Education is trying to reduce the gap between pupils from different background and different geographical settings. There is still a need to explore how AR is practiced in English language learning, evaluate the benefits of implementing it in the classroom and figure out the limitations and constraints of using AR in the language learning Without taking these into account, it may contribute to the minimal gains of using AR during the teaching and learning process and less interest upon the use of AR by the educators. Aligning with the past studies that are relevant and suitable to be analysed, the researcher has outlined three research questions: a) How AR is practiced in English language learning? b) What are the benefits of using AR in English language learning? c) Is there any limitations and constraints of using AR in English language learning?
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