Augmented Reality (ar) in Language Learning: a Principled Review of 2017-2021

dc.authorscopusid 57615537000
dc.authorscopusid 57201254704
dc.authorscopusid 26031936900
dc.contributor.author Punar Özçelik,N.
dc.contributor.author Yangin Ekşi,G.
dc.contributor.author Baturay,M.H.
dc.date.accessioned 2024-07-05T15:50:00Z
dc.date.available 2024-07-05T15:50:00Z
dc.date.issued 2022
dc.department Atılım University en_US
dc.department-temp Punar Özçelik N., Foreign Languages Department, Tarsus University, Mersin, Turkey; Yangin Ekşi G., English Language Teaching Department, Gazi University, Ankara, Turkey; Baturay M.H., Center for Teaching and Learning, Atılım University, Ankara, Turkey en_US
dc.description.abstract With the changing and developing technology, numerous new systems that cannot be given up and have a great impact are becoming a part of our lives. Augmented reality (AR) is one of these systems which can be claimed as magic. AR has been gaining considerable interest in the field of education, and language learning since Pokémon Go, the most well-known AR location-based game, was launched. There has been much evidence to support the effectiveness of AR in education. The present study set out to review in detail the current research studies published in SSCI/ESCI/ERIC indexed privileged journals in the field of language education and technology within the last five years, on the topic of augmented reality in language learning. The selection of articles was made on the basis of empirical studies on the use of AR in language education. Surprisingly, only seventeen studies seem to fall into the said category in these selected, SSCI/ESCI/ERIC journals. On the grounds that there emerges a lack of such studies and complying with the nature of the present study, all these articles have been reviewed in detail, in terms of three aspects: (1) research features, such as research focus, design, data collection tools, study, and educational context; (2) the use of AR, such as theory behind AR use, and AR applications used in the studies; (3) results of the studies. The results showed that much emphasis has been on vocabulary learning, the learning effectiveness, attitudes, and motivations of language learners with scant attention given to language skills. There is a current paucity of empirical research focusing specifically on different language skills. Hence, it is desirable to examine the effects of AR on different language skills of language learners. © 2022, Ozgen Korkmaz. All rights reserved. en_US
dc.identifier.citationcount 8
dc.identifier.doi 10.17275/per.22.83.9.4
dc.identifier.endpage 152 en_US
dc.identifier.issn 2148-6123
dc.identifier.issue 4 en_US
dc.identifier.scopus 2-s2.0-85128727759
dc.identifier.startpage 131 en_US
dc.identifier.uri https://doi.org/10.17275/per.22.83.9.4
dc.identifier.uri https://hdl.handle.net/20.500.14411/4077
dc.identifier.volume 9 en_US
dc.institutionauthor Baturay, Meltem Huri
dc.language.iso en en_US
dc.publisher Ozgen Korkmaz en_US
dc.relation.ispartof Participatory Educational Research en_US
dc.relation.publicationcategory Diğer en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 13
dc.subject augmented reality en_US
dc.subject language learning en_US
dc.subject principled review en_US
dc.title Augmented Reality (ar) in Language Learning: a Principled Review of 2017-2021 en_US
dc.type Review en_US
dspace.entity.type Publication
relation.isAuthorOfPublication 2c5316e9-c99a-4df1-a29d-d37748e536d5
relation.isAuthorOfPublication.latestForDiscovery 2c5316e9-c99a-4df1-a29d-d37748e536d5

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