Augmented Reality (AR) is becoming more and more popular among educators due to its potential to create immersive and engaging learning experiences. This paper explores the design of an AR-supported language learning activity tailored for young Greek learners of English as a Foreign Language (EFL). Based on Communicative Language Teaching (CLT) principles and Bloom’s Taxonomy, the activity exploits AR affordances to address cognitive and affective factors critical to language acquisition, such as age-appropriate engagement, socioemotional learning, and the challenges of mixed-ability classrooms within the Greek socioeconomic context. During the AR activity learners are immersed in a narrative driven scenario so as to engage themselves with an AI-powered 3D friendly alien, who has visited Earth. Through this interaction, learners practice recently acquired vocabulary and they are given opportunities to develop receptive and productive English language skills. The design focuses on the promotion of learner autonomy, creativity, and motivation, while also incorporating elements that cater for diverse learning needs. This study not only demonstrates the practical application of AR in EFL settings but also highlights its potential to bridge gaps in traditional language teaching methodologies. The paper discusses both the challenges encountered during the design process and proposes innovative follow-up tasks to extend the learning experience while offering actionable recommendations for educators seeking to adopt AR technologies in language learning contexts.

Authors:
Angeliki Voreopoulou, 15th Primary School Evosmos, Greece
Fridolin Wild, Open University, United Kingdom

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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