Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education

Ahmed Ashley-Welbeck, Dimitrios Vlachopoulos

Abstract


Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a lack of authentic situations outside of the classroom for practising English communication skills. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.

Keywords


Augmented Reality; language learning; International Baccalaureate; Primary Years Programme

Full Text:

PDF


Copyright (c) 2020 Ahmed Ashley-Welbeck, Dimitrios Vlachopoulos


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Indexing:
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo