A Review of Augmented Reality-Supported Studies in Foreign Language Teaching

Year 2024, Volume: 6 Issue: 2, 150 - 161

Özge Özbek

https://doi.org/10.55143/alkad.1582005

Abstract

This study explores papers that investigate the integration of augmented reality (AR) in foreign language teaching and learning. The majority of the reviewed articles focus on examining the effects of AR technologies on learners' motivation, engagement, and academic achievement. With the increasing presence of technology in educational settings, AR offers new opportunities for immersive and experiential learning. This research explores how AR-supported tools are used in foreign language education by examining studies indexed in the Web of Science, SCOPUS, and ERIC databases, which have received a certain number of citations. Employing a qualitative document analysis, this study performs a literature review to identify recurring themes and outcomes. The findings reveal that AR creates a multilingual and multicultural environment, allowing learners to actively experience both the foreign language and its cultural context, aligning with the "Action-Oriented Approach" of the Common European Framework of Reference for Languages (CEFR). Notably, the majority of studies in foreign language teaching assisted with AR-based technologies focus on English as a foreign language. This research highlights the potential of AR in foreign language learning and suggests that further research and practical applications are needed to develop and implement cost-effective solutions to maximize the benefits of AR in various educational contexts.

Keywords

Augmented Reality, Digital Games, Foreign Language Teaching/Learning, Virtual Reality (VR)

Yabancı Dil Öğretiminde Artırılmış Gerçeklik Destekli Çalışmaların İncelenmesi

Abstract

Bu çalışmada, artırılmış gerçekliğin (AG) yabancı dil öğretimine ve öğrenimine entegre edilmesini araştıran makaleler incelenmiştir. İncelenen makaleler çoğunlukla AG teknolojilerinin öğrenenlerin motivasyonu, katılımı ve akademik başarısı üzerindeki etkisini araştırmaktadır. Teknolojinin eğitim ortamlarında giderek daha fazla yer edinmesiyle birlikte, AG sürükleyici ve deneyimsel öğrenme için yeni olanaklar sunmaktadır. Bu araştırma, yabancı dil eğitimi alanında AG destekli araçların nasıl kullanıldığını anlamak amacıyla Web of Science, SCOPUS ve ERIC veritabanlarında dizinlenen ve belli sayıda atıf almış çalışmaları incelemektedir. Nitel doküman analizi yöntemiyle yürütülen bu çalışma, sınıf katılımının artması, dil ediniminin hızlanması ve kültürel farkındalığın gelişmesi gibi tekrar eden tema ve sonuçları belirlemek üzere bir literatür taraması yapmaktadır. Bulgular, AG’in çok dilli ve çok kültürlü bir ortam yaratarak öğrenenlerin yabancı dili ve kültürel bağlamını aktif bir şekilde deneyimlediğini ve bu yönüyle Diller İçin Avrupa Dilleri Ortak Başvuru Metni’nin (CEFR) "Eylem Odaklı Yaklaşım"ına uygun olduğunu ortaya koymaktadır. Yabancı dil öğretimi alanında yürütülen çalışmaların büyük çoğunluğunun İngilizcenin yabancı dil olarak öğretimi alanında gerçekleştirildiği dikkat çekilmektedir. Bu araştırma, AG’in yabancı dil öğrenimindeki potansiyelini vurgulamakta ve AG’in faydalarını çeşitli eğitim bağlamlarında en üst düzeye çıkarmak için geliştirilebilir ve uygun maliyetli çözümlerin oluşturulmasına yönelik daha fazla araştırma ve uygulama yapılmasını önermektedir.

Keywords

Artırılmış Gerçeklik, Dijital Oyunlar, Yabancı Dil Öğretimi/Öğrenimi, Yabancı Dil Öğretimi/Öğrenimi, Sanal Gerçeklik

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