Impact of Augmented Reality (AR) in English as Second Language (ESL) Learners’ Language Learning

Abstract

In the current era of globalization, the advancement of IR 4.0 is leading to the development of Education 4.0. Education 4.0 has smoothened SDG4 which aimed to ensure lifelong learning and inclusive and quality education for all. With the effort in embracing teaching and learning 4.0 in the education system, various digitalised teaching and learning approaches, including 3D printing, augmented reality (AR), virtual reality (VR), artificial intelligence (AI) and the Internet of Things (IoT), have introduced by the Ministry of Education (MOE). AR plays a vital role in assisting teachers to teach English as A Second Language (TESL). Recent years, there are studies found that many Malaysian students were found facing problems in learning and communicating in English due to the lack of creative use of technology. Thus, meaningful interactions provided by Augmented Reality (AR) is much needed by the students in the classroom environment. Hence, this systematic literature review paper aims to explore the use of AR as a tool in language education, and at the same time elucidate the limitations of using AR in ESL students’ language learning. From the analysis, AR is found to be a useful tool in motivating the ESL learners in the language learning process, creating an authentic language learning environment as well as improving their learning outcomes. However, some limitations such as poor internet connection, the availability of resources and teachers’ willingness in using AR technology in the language classroom should be addressed. On account of that, various stakeholders like education policy makers, school administrators, parents and learners should take initiatives in embracing the use of AR in the ESL language learning process.