Teaching and Learning , 2013 – 1 , 54-68 Augmented Reality Potential and Hype : Towards an Evaluative Framework in Foreign Language Teaching (original) (raw)
Related papers
Teacher Educators Perspectives on The Use of Augmented Reality for Foreign Language
2021
The purpose of this research is to share reflections on Augmented Reality (AR) technology as an upgrade tool for foreign language development. Exploring the short but considerable literature research, this post discusses AR technology for the rise in the philosophy of upgrading, upgrading teacher nursery in position, teachers, pupils, customs, infrastructure, and sustainability, using the framework of activities outlines the suitability of the use of upgrading technology in development programs. For analysis, AR technology has essential benefits for language development; however, it is not suitable for all language types. Not only that, but this information also offers solid recommendations for activities that are enhanced with AR in 4 skills as well as language-specific applications. This information has some relevance for instructors, teachers, researchers, and creators of Augmented reality content
Augmented Reality Digital Technologies (ARDT) for Foreign Language Teaching and Learning
The present study focuses on Augmented Reality and its role in language education. It has often been claimed that emerging technologies have great potential to improve language learning and increase learner performance. While their digital capabilities are almost limitless, to our knowledge, no study has been conducted to measure their effectiveness on actual language learners. In this paper we report and discuss our ongoing work on the design, management, and implementation of Augmented Reality experiences for foreign language instruction. We concentrate on the beginner's level Spanish course for which we have used Aurasma, an augmented reality app for mobile devices [1]. The project has a threefold purpose: 1) to increase second language learners' motivation, 2) to measure statistically the effectiveness of this technology in classroom settings, and 3) to contribute to our knowledge of digital technology and language instruction.
Foreign Language Teaching with Augmented Reality Application
2016
One of the main aims in Foreign Language Teaching is to actualize natural and entertaining educational environment. Foreign Language Teaching Activities should stress on motivational goals furthering interests and motivation of learners and minimizing their anxiety in language teaching activities. So as to adopt that, these activities should be designed to incite students’ interests, curiosity and include some diverse alternatives from school textbooks to handheld technological devices and other electronic appliances. The alternatives for educational purposes may multiply in results of innovations and individual’s access to technologies in surrounding educational environment. For the purpose, application of technological innovations and handheld technological devices should bridge the gap between real world and virtual world. In the study, a technological innovation called “Augmented Reality (AR)” is applied. The purpose of the study is to determine attitudes of learners towards AR ...
Augmented Reality in Language teaching and learning?
2012
In recent years, the use of information and communication technologies (ICT) has become widespread in second language teaching and learning contexts. The language teaching and learning processes encompasses and requires the use of authentic language multimedia and multimodal materials such as text, audio, video and images. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR), is widely adopted and accepted as the European standard for teaching and learning foreign languages. It’s implementation promote the linguistic diversity within the European Union and additionally support the use of ICT as networks and digital tools at the service of teaching / learning foreign languages. In this context, the use of new technologies has become a key factor.
2017
The 2011 Horizon Report predicted it would take two or three years for augmented reality to be adopted in the field of education. On the other hand, a couple of decades have gone by since publication of the relevant essays by Milgram (1994) and Azuma (1997), which defined AR's basic characteristics. Nonetheless, despite the amount of research done since then, we are still far from being able to affirm that AR has been genuinely assimilated into the world of education. Thus it seems necessary to work towards effective use of AR in the classroom that would realize its potential through a learning ecosystem based on concepts such as m-learning, learning by doing, and contextualized learning. Starting from this theoretical standpoint, this article describes the experience of a group of students of Spanish as a Foreign Language in a university business school. The task consisted in the creation of an academic itinerary, enriched by augmented reality, which would offer new students a digital, geolocated tour with important information for their future studies. Results suggest that simple AR tasks that can be replicated in any other academic institution can generate student satisfaction and interest in the work done as well as significant, creative language learning, in context.
2018
This literature review examines how Augmented Reality (AR) has been used in foreign language learning. AR is a live view of reality that is augmented by computer-generated sound, image, or videos. It allows the user to interact with the real physical environment in an enhanced way. This study provides an overview of what AR is, its history, different definitions, and how it has been used in education in general. It summarizes how AR has been used in all aspects of foreign language education, including skill development (listening, speaking, reading and writing), vocabulary, grammar, culture, the aspect of affect in language learning, what AR tools were used, and a discussion of the advantages and disadvantages of AR in language learning. At the end of the article, the author suggests further research needed to support the widespread adoption of AR in foreign language education in general and in Chinese-as-a-Foreign-Language, specifically.
Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review
Shanlax International Journal of Education, 2021
The purpose of this paper is to present a review of Augmented Reality (AR) technology as an educational tool for foreign language education. Following a short yet comprehensive literature review, the paper reviews educational AR technology in terms of learning theories, learning pedagogies, teachers, students, culture, infrastructure, and sustainability based on the framework developed by Osterweil et al. (2016) for evaluating the appropriateness of educational technology use in global development programs. The review showed that educational AR technology provides many affordances for language learning; however, it is not ready for total integration into language classes. The paper also provides practical suggestions for activities enriched with AR in four language skills and recommended applications. This review offers various implications for teachers, teacher educators, researchers and coursebook developers.
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2021
The problem and the aim of the study. The integration of digital technologies into modern curricula in a foreign language supports the solution of tasks of higher professional education in terms of training a demanded and competitive specialist. The purpose of the work is to study the features of using methods and means of the augmented reality technology in the process of forming students’ professional foreign language competence. Research methods. To obtain theoretical generalizations the analysis of scientific works on problems and prospects of using the augmented reality (AR) technology in the process of teaching a foreign language and on formation of the professional foreign language competence was used. AR tools (Google Lens, augmented reality browsers, WallaMe service) were mastered as part of the course “Virtual and Augmented Reality Technologies” Stepik platform (https://stepik.org/course/62107/syllabus). The study involved 40 first-year students of Vyatka State University of the training program “Teacher education”. In the experiment, the Pearson χ2 (chi-square) criterion was applied. Results. In the experimental group, when studying scientific terms, vocabulary and grammar of the foreign language, for communication and cultural exchange, the methods and means of the AR technology were used. Assessment of formation of the professional foreign language competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,14 > 5,99). In conclusion factors that make it possible to effectively use the augmented reality technology in foreign language classes (time regulation; alternation of activities, traditional methods and means with innovative ones; inclusion of physical activity breaks and elements of neuro-gymnastics; instruction on safe networking) are summarized.
Augmented and Virtual Reality in the Language Classroom: Practical Ideas
Teaching english with technology, 2018
This article aims to provide teachers with a practical introduction to the capabilities of augmented and virtual reality (AR/VR) in foreign language education. We first provide an overview of recent developments in this field and review some of the affordances of the technologies. This is followed by detailed outlines of a number of activities that teachers can use in any ESL classroom with access to smartphones or AR/VR capable devices. The article concludes with consideration of privacy concerns, and practical issues of classroom implementation.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2017
The purpose of this study was to inform about some of the current applications and literature on Augmented Reality (AR) technology in education and to present experimental data about the effectiveness of AR application in a language classroom at the elementary level in Turkey. The research design of the study was quasi-experimental. Sixty-one 5 th grade students from a state elementary school participated in this research on a volunteer basis. The participants were divided into the experimental and control group, where new vocabulary items were introduced to the experimental group through augmented reality technology. A post-test and a retention test were administered upon the implementation of the program. The results of the study revealed that participants from the experimental group achieved higher scores than participants in the control group and they also performed better in recalling the learnt information. This study suggested that the use of AR technology in a language classroom at the elementary level increased learners' performances and made vocabulary learning more effective in comparison with the traditional methods.