TRANSFORMING AND EVALUATING EFL SPEAKING SKILLS WITH AUGMENTED REALITY: AN AR-BASED MODULE APPROACH
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Abstract
This study explores AR technology's role in assessing EFL students' speaking skills, aiming to enhance language learning experiences. Its main objective is to design and validate an AR-based assessment module for evaluating speaking proficiency. Employing a mixed-methods approach, the research investigates AR's impact on student engagement, learning outcomes, and language proficiency. It involves forty-five EFL learners from IAIN Fattahul Muluk Papua, using both quantitative and qualitative methods to collect data, including pre-tests, post-tests, interviews, and observations. The AR-based module integrates technology into authentic assessment scenarios, offering immersive learning experiences. Results show a significant improvement in post-test scores, with the mean score increasing from 2.4 (pre-test) to 3.9 (post-test), indicating the module's efficacy. The paired-samples t-test revealed a significant difference (t (59) = -10.24, p < .001) between pre-test and post-test scores. Qualitative insights highlight increased engagement, positive experiences, and enhanced confidence among students. These findings underscore AR's potential in language education, particularly in speaking assessment. The integration of AR-based modules presents a promising approach for enhancing language teaching and learning, providing immersive experiences. This has implications for educators and practitioners seeking innovative language assessment methods
Article Details
How to Cite
Fitayanti, S. (1). TRANSFORMING AND EVALUATING EFL SPEAKING SKILLS WITH AUGMENTED REALITY: AN AR-BASED MODULE APPROACH. English Review: Journal of English Education, 12(2), 833-842. https://doi.org/10.25134/erjee.v12i2.10257
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Taşkıran, A. (2018). Augmented Reality Games and Motivation in Language Learning. EdMedia + Innovate Learning 2018 - Amsterdam, Netherlands, June 25-29, 2018 Augmented, July.
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Расулова, Н. (2022). Prospects for the use of Augmented Reality in Education. Embedded Selforganising Systems, 9(4). https://doi.org/10.14464/ess.v9i4.552
Chan, J. Y. H. (2021). Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices. System, 101. https://doi.org/10.1016/j.system.2021.102609
Chang, Y. S., Chen, C. N., & Liao, C. L. (2020). Enhancing english-learning performance through a simulation classroom for EFL students using augmented reality—A junior high school case study. Applied Sciences (Switzerland), 10(21). https://doi.org/10.3390/app10217854
Chu, H. C., Chen, J. M., Hwang, G. J., & Chen, T. W. (2019). Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses. Universal Access in the Information Society, 18(2). https://doi.org/10.1007/s10209-017-0588-y
de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2023). The impact of an assessment for learning teacher professional development program on students’ metacognition. School Effectiveness and School Improvement, 34(1). https://doi.org/10.1080/09243453.2022.2116461
Dhimolea, T. K., Kaplan-Rakowski, R., & Lin, L. (2022). A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning. TechTrends, 66(5). https://doi.org/10.1007/s11528-022-00717-w
Dhimolea, T., Kaplan-Rakowski, R., & Lin, L. (2021). A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3863724
Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes. Journal of Educational Computing Research, 58(6). https://doi.org/10.1177/0735633120927489
Gruber, A., & Kaplan-Rakowski, R. (2022). The Impact of High-Immersion Virtual Reality on Foreign Language Anxiety When Speaking in Public. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3882215
Hsieh, M. C. (2016). Teachers’ and students’ perceptions toward augmented reality materials. 2016 International Conference on Applied System Innovation, IEEE ICASI 2016. https://doi.org/10.1109/ICASI.2016.7539773
Irfan Sural. (2018). Augmented Reality Experience: Initial Perceptions of Higher Education Students,. International Journal of Instruction, , 11(4).
Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model. IEEE Access, 9. https://doi.org/10.1109/ACCESS.2020.3048708
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1). https://doi.org/10.1111/flan.12318
Khalaf, B. K., & Zin, Z. B. M. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4). https://doi.org/10.12973/iji.2018.11434a
Klopfer, E., & Squire, K. (2008). Environmental detectives-the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2). https://doi.org/10.1007/s11423-007-9037-6
Koumpouros, Y. (2024). Revealing the true potential and prospects of augmented reality in education. In Smart Learning Environments (Vol. 11, Issue 1). https://doi.org/10.1186/s40561-023-00288-0
Lan, Y. J. (2020). Immersion into virtual reality for language learning. In Psychology of Learning and Motivation - Advances in Research and Theory (Vol. 72). https://doi.org/10.1016/bs.plm.2020.03.001
Lau, S. Y., & Wen, Y. (2021). A Systematic Literature Review of Augmented Reality Used in Language Learning. In Chinese Language Learning Sciences. https://doi.org/10.1007/978-981-16-3416-1_8
Lavolette, E. (2022). Optimizing the future of language teaching with technology in Japan. JALTCALL Publications, PCP2021(1). https://doi.org/10.37546/jaltsig.call.pcp2021-01
Li, K. C., & Wong, B. T. M. (2021). A literature review of augmented reality, virtual reality, and mixed reality in language learning. International Journal of Mobile Learning and Organisation, 15(2). https://doi.org/10.1504/IJMLO.2021.114516
Liao, C. H. D., Wu, W. C. V., Gunawan, V., & Chang, T. C. (2024). Using an Augmented-Reality Game-Based Application to Enhance Language Learning and Motivation of Elementary School EFL Students: A Comparative Study in Rural and Urban Areas. Asia-Pacific Education Researcher, 33(2). https://doi.org/10.1007/s40299-023-00729-x
Mackey, A., & Bryfonski, L. (2018). Mixed Methodology. In The Palgrave Handbook of Applied Linguistics Research Methodology. https://doi.org/10.1057/978-1-137-59900-1_5
Markouzis, D., Baziakou, A., Fesakis, G., & Dimitracopoulou, A. (2022). A Systematic Review on Augmented Reality Applications in Informal Learning Environments. International Journal of Mobile and Blended Learning, 14(4). https://doi.org/10.4018/ijmbl.315020
Maruf, N. (2023). The Interplay Of Teachers’ Beliefs, Attitudes, And The Implementation Of Differentiated Instruction In Indonesian Efl Contexts. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7251
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
Maruf, N., Asari, S., & Indayani, W. R. (2023). Design And Pilot Testing Of Multi-Modal Language Learning Environments (Mlles) For Efl Students: Assessing Effectiveness. Tell-Us Journal, 9(3). https://doi.org/10.22202/tus.2023.v9i3.7294
Maruf, N., & Helingo, A. (2022). Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis. JET ADI BUANA, 7(02). https://doi.org/10.36456/jet.v7.n02.2022.6191
Mujayanah, S., Maruf, N., & Asari, S. (2023). Exploring Tiktok’s Impact on Enhancing Speaking Skills in Language Learning: A Classroom Action Research. JET ADI BUANA, 8(02). https://doi.org/10.36456/jet.v8.n02.2023.8356
Olwi, A. (2020). English as a foreign language teachers’ assessment competence at taibah university. Theory and Practice in Language Studies, 10(9). https://doi.org/10.17507/tpls.1009.22
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state-of-the-art review of 2014–2019. In Journal of Computer Assisted Learning (Vol. 36, Issue 6). https://doi.org/10.1111/jcal.12486
Pennington, M. C., & Rogerson-Revell, P. (2019). Using Technology for Pronunciation Teaching, Learning, and Assessment. https://doi.org/10.1057/978-1-137-47677-7_5
Qiu, X. yue, Chiu, C. K., Zhao, L. L., Sun, C. F., & Chen, S. jie. (2023). Trends in VR/AR technology-supporting language learning from 2008 to 2019: a research perspective. In Interactive Learning Environments (Vol. 31, Issue 4). https://doi.org/10.1080/10494820.2021.1874999
Qu, K. (2023). A Review of Pre-university English Language Education Policies in China 2011-2022. Journal of Education, Humanities and Social Sciences, 13. https://doi.org/10.54097/ehss.v13i.7881
Schorr, I., Plecher, D. A., Eichhorn, C., & Klinker, G. (2024). Foreign language learning using augmented reality environments: a systematic review. In Frontiers in Virtual Reality (Vol. 5). https://doi.org/10.3389/frvir.2024.1288824
Seden, K., & Roman, S. (2019). English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment. Neveléstudomány, 1. https://doi.org/10.21549/ntny.25.2019.1.2
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. In Sustainability (Switzerland) (Vol. 12, Issue 2). https://doi.org/10.3390/su12020524
Sulistyaningrum, D., & Sumarni, S. (2023). English Language Education Curriculum In Indonesia: A Historical Review Within 77 Years. Universitas Negeri Jakarta.
Sural, I. (2018). Augmented reality experience: Initial perceptions of higher education students. International Journal of Instruction, 11(4). https://doi.org/10.12973/iji.2018.11435a
Taşkıran, A. (2018). Augmented Reality Games and Motivation in Language Learning. EdMedia + Innovate Learning 2018 - Amsterdam, Netherlands, June 25-29, 2018 Augmented, July.
Wu, X., Zhang, L. J., & Liu, Q. (2021). Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.725132
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). In Language Teaching. https://doi.org/10.1017/S0261444820000208
Zhang, D., & Pérez-Paredes, P. (2021). Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education. In Language Learning with Technology: Perspectives from Asia. https://doi.org/10.1007/978-981-16-2697-5_16
Zhu, J., Zhang, X., & Li, J. (2022). Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2080716
Расулова, Н. (2022). Prospects for the use of Augmented Reality in Education. Embedded Selforganising Systems, 9(4). https://doi.org/10.14464/ess.v9i4.552