UTILIZING MOBILE AUGMENTED REALITY APPLICATION FOR VOCABULARY ACQUISITION IN ENGLISH LANGUAGE LEARNING

Panuwat - Hussanee

Abstract


This study explores the impact of mobile augmented reality (AR) applications, specifically Google Lens, on vocabulary acquisition in English language education. Vocabulary is vital for language proficiency, and AR offers an interactive learning experience superior to traditional methods. Limited research exists on AR’s role in vocabulary development among secondary students, emphasizing this study's importance. An explanatory sequential mixed-methods approach was used, beginning with a quantitative survey of 30 eighth-semester students from Universitas Islam Malang, followed by qualitative interviews with four participants based on their survey performance. The quantitative analysis revealed a weakly positive but statistically insignificant correlation (r = 0.082, p = 0.666) between perceptions of mobile AR and vocabulary acquisition. However, high average vocabulary scores (mean 101.50/135, SD 8.23) were noted. Qualitative findings highlighted the positive impact of Google Lens on motivation, comprehension, and learning experiences, with real-time feedback and accessibility enhancing vocabulary learning. Despite insignificant quantitative results, qualitative insights reveal the educational value of mobile AR. This study underscores the need to combine quantitative and qualitative approaches to fully grasp AR’s impact on language learning, suggesting mobile AR applications like Google Lens can significantly enhance vocabulary acquisition, providing valuable insights for educators and future research.

 

Key word : Vocabulary Acquisition, Mobile AR Applications, Digital Learning Tools


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References


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