Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education

Ahmed Ashley-Welbeck,Dimitrios Vlachopoulos

doi:10.3991/ijet.v15i12.13499

Ahmed Ashley-Welbeck, Dimitrios Vlachopoulos

Open Access

https://doi.org/10.3991/ijet.v15i12.13499

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Abstract

Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a lack of authentic situations outside of the classroom for practising English communication skills. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.

Highlights

Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, - but not exclusively - in language learning [2]
This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of English is not the first language (EFL) learning in an Egyptian International Baccalaureate (IB) school
Results of the study provided answers to all three study questions, albeit to varying degrees, and holistically showed that teacher participants perceived the augmented reality application to be appropriate to the PYP learning methodology and to a somewhat lesser degree, language learning

Summary

Introduction

Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, - but not exclusively - in language learning [2]. There are some identified obstacles to learning and teaching English in (EFL) countries which inevitably hinder progress Of these obstacles, vocabulary acquisition and retention is possibly the most significant challenge that second language learners (L2) face [6]. Inferred would suggest a more constructivist approach to vocabulary acquisition [7], where teachers afford opportunities for learners to build upon previous knowledge and experience in contextualizing the meaning of a new word Research suggests that another such obstacle is a “...lack of authentic situations outside of the classroom for practising English communication skills” [1] and shows that leaners who spend extended time in the community of a target language, have a better chance of mastery over the language [8].

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