The Effect of Augmented Reality Based Learning Strategy on EFL Students' Vocabulary Mastery

Dinda Salsabilah Siregar, Diani Syahputri

Abstract


This study aims to examine the effect of an Augmented Reality (AR)-based learning strategy on EFL students’ vocabulary mastery. Conducted at Thammasat Wittaya School, Thailand, the research involved 25 eighth-grade students in the 2024/2025 academic year, divided into experimental and control groups using a quasi-experimental design. The experimental group received vocabulary instruction through AR visuals and collaborative discussions, while the control group was taught using conventional methods. Data were collected using pre-tests and post-tests and analyzed using paired and independent t-tests. The findings revealed a significant improvement in vocabulary scores and student motivation in the experimental group compared to the control group (p < 0.001). These results suggest that integrating AR-based strategies in EFL classrooms can effectively enhance vocabulary acquisition and learner engagement.


Keywords


Augmented Reality (AR);EFL learrner;vocabulary mastery;digital learning strategy

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References


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DOI: https://doi.org/10.31004/jele.v10i4.1240

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