Pedagogic Relevance of Integrating Augmented Reality in Saudi English Classrooms: A Systematic Review

Abstract

Every day is a new experience as technology in general has become an integral part of every aspect of modern life. Today, the learning environment plays an important role in influencing learning outcomes, especially after the Covid-19 pandemic. Researchers and educators have begun to discuss and test the implications of these realities for education. Currently, researchers are busy exploring pedagogic relevance of two environments: virtual and augmented reality. The field of English language learning is no exception. The author of this study intended to study importance and impact of augmented reality (AR) in learning English. Teachers' perceptions and digital skills regarding the use of AR were also investigated. Twenty (20) related studies were reviewed for this study. Selection of the articles was made according to the objectives of the study. Latest studies were mainly included, however, quite a few old studies were considered due to utmost importance. The Findings of this study are in accordance with most of the papers considered for the systematic review which indicate that the use of AR applications can be effective if appropriately employed. Teachers' perceptions of AR were found to lead to the conclusion that it improves achievement and increases student motivation and interest. However, the teachers were not very familiar with the AR environment. These findings have implications for learners, teachers, curriculum designers, and administrators seeking to integrate AR into English language teaching and learning.