The Use of Augmented Reality in English Language Teaching: A Meta-Thematic Analysis

Year 2025, Volume: 9 Issue: 20, 251 - 267, 30.04.2025

Hatun Vera Akşab , Melike Özyurt , Şahabettin Akşab

https://doi.org/10.57135/jier.1656287

Abstract

This study explores the role of augmented reality (AR) in English language teaching through a meta-thematic analysis of qualitative research. By synthesizing data from seven studies, the analysis identifies key themes regarding AR's impact on the teaching-learning process, student engagement, and challenges. The findings indicate that AR enhances vocabulary acquisition, increases student motivation, and facilitates a more immersive learning environment by making abstract concepts more concrete. Furthermore, AR supports creativity and active learning by integrating interactive and multimedia elements into instructional settings. However, challenges such as technological constraints, limited resources, and increased cognitive load are also observed. This study highlights the dual nature of AR in education, functioning both as a facilitator and a potential obstacle, emphasizing the need for well-structured implementation strategies to maximize its benefits.

Keywords

augmented reality , meta-thematic analysis , English language teaching , augmented reality technology , AR

İngilizce Dil Öğretiminde Artırılmış Gerçeklik Kullanımı: Meta-Tematik Analiz

Abstract

Bu çalışma, artırılmış gerçekliğin (AG) İngilizce dil öğretimindeki rolünü, nitel araştırmalara dayalı meta-tematik bir analiz yoluyla incelemektedir. Yedi çalışmadan elde edilen verilerin sentezlenmesiyle, AG’nin öğretim-öğrenme sürecine etkisi, öğrenci katılımı ve zorluklar açısından temel temalar belirlenmiştir. Bulgular, AG’nin kelime edinimini artırdığını, öğrenci motivasyonunu yükselttiğini ve soyut kavramları daha somut hale getirerek daha etkileyici bir öğrenme ortamı sağladığını göstermektedir. Ayrıca, AG’nin etkileşimli ve çoklu ortam unsurlarını öğretim süreçlerine entegre ederek yaratıcılığı ve aktif öğrenmeyi desteklediği görülmüştür. Bununla birlikte, teknolojik kısıtlamalar, sınırlı kaynaklar ve artan bilişsel yük gibi zorluklar da gözlemlenmiştir. Bu çalışma, AG’nin eğitimde hem kolaylaştırıcı hem de potansiyel bir engel olarak çift yönlü bir rol oynadığını vurgulayarak, faydalarını en üst düzeye çıkarmak için iyi yapılandırılmış uygulama stratejilerine duyulan ihtiyacı öne çıkarmaktadır.

Keywords

artırılmış gerçeklik , meta-tematik analiz , İngilizce dil öğretimi , artırılmış gerçeklik teknolojisi , AG

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