Impact of Employing Augmented Reality Technology on Lowering Foreign Language Anxiety in Adult EFL Learners
Subject Areas :Aylar Norouzifard 1 , Mohammad Bavali 2 , Mostafa Zamanian 3 , Ehsan Rassaei 4
1 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
4 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Keywords: CALL, Mobile Learning, Educational Technology, Augmented Reality,
Abstract :
This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education.
Alemi, M., Meghdari, A., & Ghazisaedy, M. (2015). The impact of social robotics on L2 learners’ anxiety and attitude in English vocabulary acquisition. International Journal of Social Robotics, 7(4), 523-535.
Azuma, R. T. (1997). A survey of Augmented Reality. Presence-Teleoperators and Virtual Environments, 6(4), 355-385.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17 (4), 133–149.
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 1-32.
Bursali, H., & Yilmaz, R. M. (2019). Effect of Augmented Reality applications on secondary school students reading comprehension and learning permanency. Computers in Human Behavior, 95, 126-135. doi:10.1016/j.chb.2019.01.035
Cascales, A., Pérez-López, D., & Contero, M. (2013). Study on parent’s acceptance of the augmented reality use for preschool education. Procedia Computer Science, 25, 420-427.
Chen, Y. (2019). Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research, 57(7), 1695–1722. https://doi.org/10.1177/0735633119854036
Clément, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 12(4), 293.
Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning. Language Learning & Technology, 9(3), 9-12.
Groff, J. (2013). Technology-rich innovative learning environments. OECD – CERI Working Paper.
Gruber, A., & Kaplan-Rakowski, R. (2022). The impact of high-immersion virtual reality on foreign language anxiety when speaking in public. Available at SSRN.
Horwitz, E.K. (2010). Foreign and second language anxiety. Language Teaching, 43(02), 154–167.
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern LanguageJournal, 70(2), 125–132.
Hsu, T. (2017). Learning English with Augmented Reality: Do learning styles matter?. Computers & Education, 106(), 137–149. doi:10.1016/j.compedu.2016.12.007
Kipper, G. & Rampolla,J. (2013). Augmented Reality: An Emerging Technologies Guide to AR.
Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: a review of the literature. Educational Media International, 52(4), 253-271. https://doi.org/10.1080/09523987.2015.1125988
Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EuroCALL Review, 24(1), 25-39.
Küçük, S., Yılmaz, R. M., Baydaş, Ö., & Göktaş, Y. (2014). Augmented reality applications attitudes scale in secondary schools: Validity and reliability study. Education and Science, 39(176), 383–392.
Lazarus, R. S. (1966). Psychological stress and the coping process.
Lazoudis, A., Salmi, H. & Sotiriou, S. (2013). Augmented Reality in education. EDEN - 2011 Open Classroom Conference, Science Center to Go, Ellinogermaniki Agogi.
Leary, M. R. (1982). Problems with the Construct and Measurement of Social Anxiety.
Lee, K. (2012). Augmented Reality in education and training. Tech Trends, Springer Science & Business Media B.V, 56(2), 13-21.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Liu, T.Y., Tan, T -H. & Chu, Y -L. (2010). QR Code and Augmented Reality-Supported Mobile English Learning System. WMMP 2008, LNCS 5960, 37–52, Springer-Verlag Berlin Heidelberg.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language learning, 44(2), 283-305.
Mahadzir, N. & Phung, L. (2013). The Use of Augmented Reality Pop-Up Book to Increase Motivation in English Language Learning for National Primary School. IOSR Journal of Research & Method in Education, 1(1), 26-38.
Malik, Sh.(2002). Robust Registration of Virtual Objects for Real-Time Augmented Reality. (Unpublished Master thesis), Carleton University, Canada.
Melchor-Couto, S. (2017). Foreign language anxiety levels in Second Life oral interaction. ReCALL, 29(1), 99-119.
Olalde, K. & Guesalaga, I. (2013). The New Dimension in a Calendar: The Use of Different Senses and Augmented Reality Apps . Procedia Computer Science( 25)1: 322 – 329.
Pallant, J. F. (2007). SPSS survival manual: A step-by-step guide to data analysis with SPSS. New York, NY: McGrath Hill.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In: Heckhausen, J.(Ed.), Motivational psychology of human development Developing motivation and motivating development,pp. 143-163. Elsevier, New York.
Pérez-López , D. & Contero, M.( 2013). Delivering educational multimedia contents through an Augmented Reality application: a case study on its impact on knowledge acquisition and retention. The Turkish Online Journal of Educational Technology, 12(4), 19-28.
Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161.
Rodríguez, M. X., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87(3), 365-374.
Saito, Y., & Samimy, K.K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239–249.
Salmi, H., Kaasinen, A. & Kallunki, V. (2012). Towards an Open Learning Environment via Augmented Reality (AR): visualizing the invisible in science centres and schools for teacher education. Procedia - Social and Behavioral Sciences, 45, 284 – 295.
Silva, M. M. O., Roberto, R., & Teichrieb, V. (2015, October). Evaluation of augmented reality technology in the English language field. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 26, No. 1, p. 577).
Wehner, A., Gump, A. & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3): 277-289.
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of Augmented Reality in education. Computers & Education, 62. doi:10.1016/j.compedu.2012.10.024
York, J., Shibata, K., Tokutake, H., & Nakayama, H. (2021). Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction. ReCALL, 33(1), 49-70.
Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2), 157-172.
Zappar Website. www.zappar.com