The Use of Augmented Reality Applications in Language Teaching

Yıl 2025, Cilt: 8 Sayı: 2, 211 - 234, 31.12.2025

Bilal Şimşek , Betül Koparan , Ceren Üstün , Mehmet Furkan Dede

https://doi.org/10.52974/jena.1793377

Öz

The purpose of this study is to present the reflections of augmented reality technology in language teaching within a holistic framework. To this end, academic studies indexed in TR Dizin, Web of Science, Scopus, and Google Scholar databases were comprehensively reviewed. The obtained documents were selected through a criterion-based document analysis approach and analyzed using the content analysis method. The samples examined in the scope of the research cover different educational levels, ranging from preschool to higher education. The findings indicate that augmented reality provides significant improvements particularly in reading comprehension, vocabulary acquisition/retention, and learner motivation; it also contributes notably to writing and speaking performance. However, evidence regarding listening skills appears to be limited and fragmented. In terms of cognitive load, depending on the design of stimuli, both reducing as well as neutral or increasing effects have been observed. On the other hand, technical equipment costs, infrastructure requirements, teachers’ digital and AR competencies, and the additional time load on classroom instruction are among the main limitations. In conclusion, augmented reality offers important pedagogical opportunities in language teaching. Nevertheless, for sustainable and equitable use, it is necessary to strengthen teacher training and improve access and infrastructure conditions. Furthermore, the adoption of task-design principles—such as managing cognitive load and balancing multisensory integration—remains crucial. It is also recommended to increase experimental and longitudinal research in native language contexts and across different age and proficiency levels. This study provides practitioners with a guiding framework for integrating augmented reality into language teaching. This framework includes not only micro-tasks focusing on vocabulary learning and reading comprehension but also structured feedback loops and low-cost toolkits for writing and speaking skills.

Anahtar Kelimeler

language teaching , Turkish language education , the use of technology in education , augmented reality

Dil Öğretiminde Artırılmış Gerçeklik Uygulamalarının Kullanımı

Öz

Bu çalışmanın amacı, artırılmış gerçeklik teknolojisinin dil öğretimindeki yansımalarını bütüncül bir çerçevede ortaya koymaktır. Bu amaç doğrultusunda TR Dizin, Web of Science, Scopus ve Google Scholar veri tabanlarında yer alan akademik çalışmalar kapsamlı bir biçimde taranmıştır. Elde edilen dokümanlar ölçüt temelli doküman incelemesi yaklaşımıyla seçilmiş ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma kapsamında incelenen örneklemler, okul öncesinden başlayarak üniversiteye kadar uzanan farklı eğitim kademelerini kapsamaktadır. Bulgular, artırılmış gerçekliğin özellikle okuduğunu anlama, kelime dağarcığı/hatırlama ve öğrenen motivasyonu üzerinde anlamlı iyileştirmeler sağladığını; yazma ve konuşma performanslarında da kayda değer gelişmeler sunduğunu göstermektedir. Bununla birlikte, dinleme becerisine yönelik kanıtların sınırlı ve dağınık olduğu dikkat çekmektedir. Bilişsel yük açısından değerlendirildiğinde, uyarıcı tasarımına bağlı olarak hem azaltıcı hem de nötr ya da artırıcı etkilerin ortaya çıktığı görülmektedir. Bununla birlikte, teknik donanım maliyetleri, altyapı gereksinimleri, öğretmenlerin artırılmış gerçeklik ve dijital yeterlik düzeyleri ile uygulamaların sınıf süresine ek yük getirmesi, başlıca sınırlılıklar arasında yer almaktadır. Sonuç olarak, artırılmış gerçeklik dil öğretiminde pedagojik açıdan önemli fırsatlar sunmaktadır. Bununla birlikte, sürdürülebilir ve adil bir kullanım için öğretmen eğitiminin güçlendirilmesi, erişim ve altyapı olanaklarının geliştirilmesi gerekmektedir. Ayrıca, görev-tasarım ilkelerinin (bilişsel yükün denetlenmesi ve çoklu duyu bütünlemesinin dengeli kurulması) benimsenmesi önem arz etmektedir. Öte yandan, ana dil bağlamlarında ve farklı yaş ile dil düzeylerinde yürütülecek deneysel ve uzunlamasına araştırmaların artırılması önerilmektedir. Çalışma, uygulayıcılara artırılmış gerçekliğin dil öğretimine entegrasyonuna ilişkin yol gösterici bir çerçeve sunmaktadır. Bu çerçeve, özellikle kelime öğretimi ve okuduğunu anlama odaklı mikro-görevlerin yanı sıra yazma ve konuşma becerileri için yapılandırılmış geribildirim döngülerini ve düşük maliyetli araç setlerini içermektedir.

Anahtar Kelimeler

dil öğretimi , Türkçe eğitimi , eğitimde teknoloji kullanımı , artırılmış gerçeklik

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