DESIGNING AUGMENTED REALITY-BASED LANGUAGE LEARNING AND TEACHING MATERIALS WITHIN THE FLIPPED LEARNING MODEL: THE PERSPECTIVE OF IN-SERVICE EFL TEACHERS
Abstract
This mixed-methods study examines the views of in-service English teachers (INSETs) on augmented reality (AR) and flipped learning (FL). Twenty-three INSETs participated in a pre-test-post-test study, providing data via surveys and lesson plans. Six months later, a follow-up assessment evaluated how well teachers had integrated these strategies. The findings revealed a positive shift in perceptions of AR, highlighting its role in fostering collaboration, creativity, and efficiency. AR tools increased student motivation through interactive, multisensory experiences, deepening understanding and retention. Despite technical challenges such as cost and infrastructure constraints, teachers reported improvements in creativity, participation, and collaboration. AR helped transform traditional teaching into a more dynamic, student-centered approach. Teachers also favored FL, citing improved collaboration and access to materials outside the classroom. Benefits included improved student preparation, classroom interaction, and learner flexibility, whereas challenges included infrastructure, workload, and student motivation. FL boosted motivation, responsibility, self-confidence, and participation, creating a more active learning environment. Lesson plans focused on oral-aural skills to create immersive experiences. Teaching combined flipped, collaborative, inquiry-based, and game-based methods to enhance autonomy and engagement. Assessments incorporated formative, peer, and self-reflective practices. Teachers acted as facilitators, while students served as active researchers and collaborators. Overall, AR-supported, tech-driven language education improved motivation and understanding.
Keywords
augmented reality, flipped learning, lesson plan design, in-service English teachers
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References
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