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<p>The integration of technology, particularly augmented reality (AR), has garnered significant attention in English as a Foreign Language (EFL) instruction. AR has the potential to transform language learning experiences by merging digital elements with real-world contexts. Despite existing research on AR's prospects in EFL education, studies focusing on its application within flipped and blended learning frameworks remain scarce. This study seeks to address this gap by investigating the effects of AR integration on language learning outcomes within both flipped and blended EFL classes, specifically in the context of clothing and style. Sixty participants were divided into four groups: a flipped class with AR, a flipped class without AR, a blended class with AR, and a blended class without AR. The flipped class with AR engaged students in pre-task videos and online activities, followed by the use of an AR app for virtual clothing selection and discussion. The flipped class without AR followed a similar structure but did not use AR, instead completing synchronous assignments. The blended class with AR integrated AR into both online and in-person classes, allowing the participants to engage in practical AR activities such as selecting clothing and composing dialogues. The blended class without AR followed the same schedule but focused on in-class tasks without AR. Pretest and post-test assessments were conducted to evaluate proficiency before and after an 8-week treatment phase. Findings revealed that integrating AR in both blended and flipped classes positively impacted the participants' performance compared to classes without AR. Moreover, the blended classes utilizing AR demonstrated greater effectiveness in promoting language learning than the flipped classes with AR. This study highlights the valuable opportunities that AR integration can present for students, administrators, and teachers in EFL contexts.</p>

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Augmented reality's role in EFL learning: enhancing language skills in clothing and style through flipped and blended methods

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月5日

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  • Farzaneh Khodabandeh,
  • Ayla Bagheri,
  • Majid Iranpour Mobarakeh

摘要

The integration of technology, particularly augmented reality (AR), has garnered significant attention in English as a Foreign Language (EFL) instruction. AR has the potential to transform language learning experiences by merging digital elements with real-world contexts. Despite existing research on AR's prospects in EFL education, studies focusing on its application within flipped and blended learning frameworks remain scarce. This study seeks to address this gap by investigating the effects of AR integration on language learning outcomes within both flipped and blended EFL classes, specifically in the context of clothing and style. Sixty participants were divided into four groups: a flipped class with AR, a flipped class without AR, a blended class with AR, and a blended class without AR. The flipped class with AR engaged students in pre-task videos and online activities, followed by the use of an AR app for virtual clothing selection and discussion. The flipped class without AR followed a similar structure but did not use AR, instead completing synchronous assignments. The blended class with AR integrated AR into both online and in-person classes, allowing the participants to engage in practical AR activities such as selecting clothing and composing dialogues. The blended class without AR followed the same schedule but focused on in-class tasks without AR. Pretest and post-test assessments were conducted to evaluate proficiency before and after an 8-week treatment phase. Findings revealed that integrating AR in both blended and flipped classes positively impacted the participants' performance compared to classes without AR. Moreover, the blended classes utilizing AR demonstrated greater effectiveness in promoting language learning than the flipped classes with AR. This study highlights the valuable opportunities that AR integration can present for students, administrators, and teachers in EFL contexts.