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Esfandiari, Shahram, Mazharpour, Diyar. (1404). A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education. , (), -. doi: 10.22108/are.2025.144750.2479
Shahram Esfandiari; Diyar Mazharpour. "A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education". , , , 1404, -. doi: 10.22108/are.2025.144750.2479
Esfandiari, Shahram, Mazharpour, Diyar. (1404). 'A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education', , (), pp. -. doi: 10.22108/are.2025.144750.2479
Esfandiari, Shahram, Mazharpour, Diyar. A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education. , 1404; (): -. doi: 10.22108/are.2025.144750.2479

A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education

Applied Research on English Language
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 خرداد 1404
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22108/are.2025.144750.2479
نویسندگان
Shahram Esfandiari* 1؛ Diyar Mazharpour2
1PhD in TEFL, Department of English Language Teaching, Farhangian University, P. O. Box 14665-889, Tehran, Iran.
2Department of English Language Teaching, Farhangian University, Ardabil, Iran.
چکیده
Augmented reality (AR) and virtual reality (VR) have emerged as transformative technologies in English as a Foreign Language (EFL) education, offering immersive, adaptive environments that enhance learner engagement, retention, and motivation. This systematic review synthesized 48 peer-reviewed studies published between 2019 and 2024 to examine AR/VR applications, implementation strategies, challenges, and learning outcomes within EFL contexts. The researchers established inclusion criteria—English language studies published from 2019 onward in Scopus-indexed language teaching and learning journals, fully accessible online, and thematically aligned with research objectives—and applied exclusion criteria to studies that were non-English, dated before 2019, restricted in access, or published in low-impact or non-verified outlets. Data from the selected articles were imported into MAXQDA 24 for qualitative coding, yielding 64 open codes that were consolidated into 12 axial codes and further synthesized into six overarching themes: learner engagement, integration strategies, implementation practices, learner perceptions, adoption challenges, and language acquisition outcomes. Findings indicate AR/VR interventions significantly bolster engagement and linguistic competence when embedded within pedagogically sound frameworks, although technical constraints, cost considerations, and teacher readiness can hinder adoption. Educators should design scalable, user-friendly experiences and invest in targeted professional development to optimize outcomes. This review advances our understanding of AR/VR’s pedagogical potential in EFL settings by highlighting evidence-based practices and persistent challenges. It offers actionable recommendations for future research.
کلیدواژه‌ها
Augmented Reality؛ Immersive Learning؛ Systematic Review؛ Technology Integration؛ Virtual Reality
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تعداد مشاهده مقاله: 69


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