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Young Foreign Language Learners’ Engagement and Motivation in Augmented Reality-based Vocabulary Learning

신혜원|지향은
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2019.09|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제22권 제3호|pp. 9-31|DOI 10.15702/mall.2019.22.3.9

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engagementvocabulary learningaugmented realitycomputer-assisted language learning motivation
주제분류영어와문학

초록

The potential of using augmented reality (AR) to create constructive learning opportunities in second language classrooms has been widely acknowledged. This understanding is based on the claim that ubiquitous learning paradigms, like AR-based instruction, motivate learners to engage in second language learning. To investigate the engagement and motivation of English as a foreign language learners in non-AR and AR-based vocabulary learning conditions, we performed a series of t-tests on a sample of third-, fourth-, fifth-, and sixth-grade students (n = 38, female = 18 students, mean age = 10.4 years old) whose engagement and motivation were assessed using the four scales of flow state (control, attention focus, curiosity, and internal interest). Moreover, a focus group interview was conducted on five students who were engaged in the AR-based instruction. The results of the flow questionnaire and focus group interview indicated that the AR-based instruction fostered higher interest and curiosity among young learners as compared to the non-AR-based instruction. These findings suggest that AR-based interventions designed to enhance young learners’ motivation to learn English as a foreign language can be beneficial.

Abstract

The potential of using augmented reality (AR) to create constructive learning opportunities in second language classrooms has been widely acknowledged. This understanding is based on the claim that ubiquitous learning paradigms, like AR-based instruction, motivate learners to engage in second language learning. To investigate the engagement and motivation of English as a foreign language learners in non-AR and AR-based vocabulary learning conditions, we performed a series of t-tests on a sample of third-, fourth-, fifth-, and sixth-grade students (n = 38, female = 18 students, mean age = 10.4 years old) whose engagement and motivation were assessed using the four scales of flow state (control, attention focus, curiosity, and internal interest). Moreover, a focus group interview was conducted on five students who were engaged in the AR-based instruction. The results of the flow questionnaire and focus group interview indicated that the AR-based instruction fostered higher interest and curiosity among young learners as compared to the non-AR-based instruction. These findings suggest that AR-based interventions designed to enhance young learners’ motivation to learn English as a foreign language can be beneficial.

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