The Effects of Gender, Age, and Educational Level on Language Achievement in AR-integrated Language Learning
Publish place: Research in English Language pedagogy، Vol: 11، Issue: 2
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RELT-11-2_003
تاریخ نمایه سازی: 14 مرداد 1402
Abstract:
The current study investigated the integration of one recent technology, i.e., Augmented Reality (AR), in language education and its effect on language achievement. To this end, the investigators designed and implemented a quasi-experimental pretest and posttest study involving two stages. The initial stage examined if Augmented Reality improved language achievement in EFL learners. The second one explored the existence of any interaction between such an effect and variables of learners’ gender, age, and educational background. The participants were ۴۰ adult beginner-level adult learners in a language institute in Shiraz, Iran, and were randomly divided into control and experimental groups. In contrast, those in the control group studied the conventional materials. Data was collected through achievement tests included in the course materials package and analyzed with ANCOVA via SPSS. The findings revealed that language achievement was significantly enhanced for the experimental group. Moreover, results indicated that only educational background showed a meaningful relationship with the way learners benefit from using AR in improving their language achievement among the three moderator variables. The findings have implications for researchers and language instructors, and policymakers.
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Authors
Aylar Norouzifard
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Mohammad Bavali
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Mostafa Zamanian
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Ehsan Rassaei
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
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