Developing Augmented Reality in English Language Teaching: A Conceptual Study

Abstract

It is the most recent research done on the conceptualization of the new world form of augmented reality (AR) application for the purpose of English Language Teaching (ELT) practices as interaction between students and teachers. The study aims to develop a very comprehensive model of trans-theoretical whole coverage defining three of the main concepts. These are Student Engagement Theory, Theory on Technology-Oriented Learning, and the Augmented Reality Learning Concept. The research adopts a qualitative approach which primarily delineates affective, emotional, and cognitive significant features of the behavior caused through AR technology in the context of beliefs or conditions through this interaction. Results indicate that AR can really rupture ELT community learning spaces into immersive and engaging-affective environments with students developing critical capabilities. Further implications are with respect to teacher training and some curricular alterations that investment strategies needed to complement the uptake of AR. This research adds an academic debate to the works on the learning supported by AR and takes such discussions into the hall of practice for educators and policy makers. Longitudinal research exploring the influence of AR use in teaching practices over a long period of time will continue this avenue in future research while also including comparisons with classical methods-and approaches for making AR technology available to users. Thus, the study bridged theory with practice in advancing ELT practices while also opening new routes for technology-enhanced education.