Enhancing English-Learning Performance through a Simulation Classroom for EFL Students Using Augmented Reality—A Junior High School Case Study

Abstract

In non-English-speaking countries, students learning EFL (English as a Foreign Language) without a “real” learning environment mostly shows poor English-learning performance. In order to improve the English-learning effectiveness of EFL students, we propose the use of augmented reality (AR) to support situational classroom learning and conduct teaching experiments for situational English learning. The purpose of this study is to examine whether the learning performance of EFL students can be enhanced using augmented reality within a situational context. The learning performance of the experimental student group is validated by means of the attention, relevance, confidence, and satisfaction (ARCS) model. According to statistical analysis, the experimental teaching method is much more effective than that of the control group (i.e., the traditional teaching method). The learning performance of the experimental group students is obviously enhanced and the feedback of using AR by EFL students is positive. The experimental results reveal that (1) students can concentrate more on the practice of speaking English as a foreign language; (2) the real-life AR scenarios enhanced student confidence in learning English; and (3) applying AR teaching materials in situational context classes can provide near real-life scenarios and improve the learning satisfaction of students.