Investigating effects and learners' perceptions of a student-led, AR-based learning design for developing students' English speaking proficiency

Abstract

Recent years have witnessed successful application of AR-based, Context-Aware Ubiquitous Learning (CAUL) for students to acquire English as a Foreign Language (EFL). Nevertheless, only a dearth of research is conducted to examine the effectiveness and learners' perceptions of student-led AR-based CAUL for enhancing students' English speaking proficiency. The aim of the research is to gain more understanding on the use of the design in the tertiary education for facilitating EFL students' oral proficiency. Both quantitative (pre- and post-test, and a questionnaire) and qualitative (a semi-structured interview) methodology were employed in the study. The results revealed that students' English speaking abilities were significantly developed after the activity; furthermore, the questionnaire also showed students' positive learning attitudes, with more motivation and satisfaction. In alignment with the quantitative results, benefits of the activity were also elicited in the interview. Finally, some suggestions for practitioners interested in student-led AR CAUL design were also provided.