Effectiveness of augmented reality in foreign language learning: a meta analytic study

Abstract

In modern education to improve the processes of learning and teaching, many technologies are used, one of which is the technology of augmented reality, which is effectively used in educational institutions in many countries, including Kazakhstan. The aim of this study is to synthesize empirical evidence on the effectiveness of augmented reality technology in foreign language learning. For this purpose, a meta-analysis of relevant empirical studies meeting a number of predetermined eligibility criteria was performed. After the literature selection, 6 studies involving 493 subjects were included in this analysis. In all included studies, the parameter assessed was English vocabulary. According to the results, foreign language learners using augmented reality technology had a higher effect size (standardized mean difference) compared to those who received standard instruction. However, the difference was not statistically significant (p = 0.067). It is concluded that there is no significant effectiveness of the use of augmented reality technology in foreign language learning by university students, schoolchildren, and preschoolers compared to standard learning.