Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis

Abstract

This study provides implications on the application of augmented reality (AR) in education through a review of research papers focused on a type of XR technology, identifying and describing its practical application using examples drawn from different contexts in facilitating learning English as a foreign language (EFL). Specifically, we conducted a systematic review and meta-analysis to bring together information on how available tools employing XR technology can be used to enhance English language learning. This study focuses on providing information for a better understanding of AR-based learning and its integration in both classroom and personal customized learning of EFL. The review aligns with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Statement (PRISMA) guidelines. Literature was searched from ACM Digital Library, IEEE Xplore, PubMed, ERIC, the Cochrane CENTRAL library, and Google Scholar. The studies reviewed identified three major AR game-based strategies used in language learning: augmented word spelling games, card-based word visualization activities, and word annotations or word spelling games. The meta-analysis yielded a random effect size of 8.46 [−1.93, 18.85] at a 95% confidence interval but found no significant effect (z = 1.60 (p = 0.11)). An AR system can effectively teach students of all ages since it enhances engagement in learning. Additional research is necessary to further inform learners and trainers on the full extent of the implementation of AR technology in learning.