A Research into the Effect of Augmented Reality-Enhanced Storybook Reading on EFL Learners

Year 2024, , 20 - 40, 15.03.2024

Nermin Punar Özçelik , Gonca Ekşi

https://doi.org/10.17240/aibuefd.2024..-1186759

Abstract

The era that we live in now brings along new technologies and augmented reality (AR) is one of these innovative technologies. Recently, there has been an increasing interest in the integration of AR into educational areas. To date, in the field of language education, the studies focused on mostly the use of AR to teach vocabulary and the effect of AR on learners in a narrow range. However, the effect of AR-enhanced storybooks on tertiary level learners’ English reading comprehension and possible reasons for the before-founded positive effects of AR have still not been comprehensively investigated. Hence, the present study carried out a qualitative study with focus group interviews to get a deeper understanding of the effect of AR-supported storybooks on the learning process of English language learners with the help of their subjective experiences and to obtain students' suggestions regarding the use of AR technology for English learning and reading comprehension. The findings demonstrated that the AR-enhanced storybook increased reading comprehension and English learning, thanks to its use of visual and didactic language, arousing a feeling of wonder, interacting with the story by making the learners a part of the story, appealing to their interest, and increasing their excitement with the help of multisensory elements, and leading them to emphatic thinking and be more enthusiastic to read and learn.

Keywords

Augmented realiy, Reading comprehension, English language teaching, Innovative technology

Artırılmış Gerçeklik ile Geliştirilmiş Hikayelerin İngilizce Öğrenenler Üzerindeki Etkisi

Abstract

İçinde bulunduğumuz çağ beraberinde yeni teknolojileri de getirmekte ve artırılmış gerçeklik (AG) bu yenilikçi teknolojilerden biri olarak karşımıza çıkmaktadır. Son zamanlarda, AG’nin eğitim alanlarına entegrasyonuna yönelik artan bir ilgi vardır. Bugüne kadar, yabancı dil eğitimi alanındaki çalışmalar çoğunlukla AG’nin kelime öğretmek için kullanılmasına ve yine AG’nin çoğunlukla öğrenciler üzerindeki etkisine odaklanmışlardır. Ancak, AG destekli hikaye kitaplarının yükseköğrenim seviyesindeki öğrencilerin İngilizce okuduğunu anlama üzerindeki etkisi ve AG’nin önceden bulunmuş olumlu etkilerinin olası nedenleri hala kapsamlı bir şekilde araştırılmamıştır. Bu nedenle, bu çalışma AG destekli hikaye kitaplarının İngilizce öğrenenlerin öğrenme sürecindeki etkisini öğrencilerin öznel deneyimlerinden faydalanarak daha derinlemesine anlamak ve öğrencilerin İngilizce öğrenme ve okuduğunu anlama için AR teknolojisinin kullanımına ilişkin önerilerini almayı amaçlamış ve odak grup görüşmeleri aracılığı ile nitel olarak yürütülmüştür. Bulgular, AG destekli hikaye kitabının çoklu duyusal unsurlar yardımıyla öğrencilerin heyecanlarını artırarak merak duygusu uyandırdığı, öğrencileri hikayenin bir parçası haline getirerek hikaye ile etkileşime girmelerine olanak sağladığı, empatik düşünmeye, okumaya ve öğrenmeye daha hevesli olmalarına yardımcı olduğu, görsel ve öğretici dil kullanımı sayesinde okuduğunu anlamayı ve İngilizce öğrenmeyi geliştirdiğini göstermiştir.

Keywords

artırılmış gerçeklik, İngilizce öğretimi, okuduğunu anlama, yenilikçi teknoloji

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