Integrating augmented reality in EFL reading comprehension: a mixed-methods study

Abstract

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.