Abstract
This quasi-experimental study investigated the effects of integrating augmented reality (AR) applications into vocabulary instruction for English for Specific Purposes (ESP) students. The study involved forty students from the College of Science at Majmaah University who participated in an eleven-week vocabulary course. Participants were assigned to either an experimental group, which utilized the JigSpace AR app, or a control group, which followed traditional teaching methods. Data analysis employed quantitative methods, focusing on pre- and post-tests to measure vocabulary acquisition (comprehension and production) and questionnaires to assess student engagement (participatory, agentic, cognitive, and emotional). The findings revealed a statistically significant improvement in vocabulary acquisition and engagement among students in the experimental group, providing compelling evidence for the efficacy of integrating AR into ESP vocabulary instruction.
Published Version
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