Implementing Augmented Reality to Promote English Oral Production, Interaction, and Engagement of Thai EFL Students

Abstract

The COVID-19 pandemic had an impact on the EFL classroom. Teachers struggle to provide an online lesson that allows students to practice their content, interact with specific English language usage characteristics, and develop English language proficiency. This study demonstrates the use of EFL course content and augmented reality (AR) technology to improve Thai EFL students’ learning achievement and virtual learning experience via computer-generated perceptual interactive experiences across multiple sensory modalities. The participants are 34 undergraduate students from one university in Bangkok, Thailand, majoring in Classical Thai Dance. The twelve lessons were adapted from an online class that included AR. Using a questionnaire, pre-test and post-test, and observation, the researcher used a mixed-methods research design to investigate the effectiveness of the instruction, learning achievement, and participants’ stages of interaction and self-adjustment toward implementing AR. This study, in particular, provides an account of the student-centered re-design of EFL instruction during the ‘new normal in order to achieve learning outcomes and provide a supportive learning experience for students. To assess students’ performance in English classes using an AR application, English learning lesson plans with an AR application were designed and implemented in the English classroom. Thirty students were chosen for participation using purposive sampling. Observation, pre-test/post-test, and a questionnaire were used to collect data. According to the findings of this study, Augmented Reality learning activities combined with a Task-based learning approach encourage students to participate in activities and improve student motivation in language learning. As a result, increased motivation boosts language achievement.