Immersive language learning: evaluating augmented reality filter for ESL speaking fluency teaching

• Published in: Journal of research in innovative teaching & learning 2024-08, Vol.17 (2), p.182-195
• Main Authors: Mohd Nabil, Nor Sanak, Nordin, Hasniza, Ab Rahman, Faizahani
• Format: Article
• Language: English
• Subjects: Augmented reality; Education; English (Second Language); English as a second language; English language; Foreign language learning; Language acquisition; Language Skills; Learning Processes; Skills; Students; Teachers; Teaching; Vocabulary Development
• ISSN: 2397-7604; 2397-7604
• DOI: 10.1108/JRIT-04-2024-0111

PurposeThis study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method.Design/methodology/approachThis study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts.FindingsData analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students’ levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles.Research limitations/implicationsThe work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size.Practical implicationsThe implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education.Originality/valueAvailable studies explo