Impact of Augmented Reality App on EFL Young Learners’ Vocabulary Learning Engagement in a Seamless Learning Environment

Abstract

Despite that Augmented Reality (AR) has been integrated into English as a Foreign Language (EFL) instruction, few studies have been conducted, focusing on AR -supported vocabulary learning both inside and outside the classroom at a primary level. Against this background, this quasi-experimental study aimed to examine the impact of an AR app – VocabGo on primary students’ vocabulary learning engagement under the ‘pedagogical framework of AR-supported vocabulary acquisition in a seamless learning environment’ in the context of a private school in Shenzhen, China. Mixed research methods were adopted. The study lasted 22 weeks. Seventy-two Grade 4 students from a private school in Shenzhen were randomly divided into three groups (N = 24 per group). Group 1 used VocabGo both in-class and out-of-class, Group 2 used VocabGo in-class only, and Group 3 used VocabGo out-of-class only. Data collection involved student pre- and post-engagement questionnaires, student focus group interviews, and log data. The research findings show that students in Group 1 outperformed significantly those in Group 2 and Group 3 in learning engagement in cognitive, behavioural, emotional and agentic dimensions. This indicates that AR-supported vocabulary acquisition in a seamless learning environment is conducive to students’ vocabulary learning engagement in all dimensions. This study contributes to the literature in substantiating the effectiveness of AR-supported vocabulary learning in a seamless learning environment for young learners in an EFL context, particularly in Mainland China.