Abstract:

Learning a new language brings some challenges for adults, especially in countries in which that is not spoken. Due to the lack of exposure to the foreign language, learners need to find effective ways to practice and process words and sentences. In order to meet those needs, a group of researchers developed an augmented reality app to help students to learn English vocabulary through a technological tool that can be used anywhere and let them go at their pace. This app design is thought to have linguistic and non-linguistic representations that engage their minds in the game-based tasks so storing in their memories will be more likely. This comes as an alternative to traditional translation activities. This is a pilot study that aims to discuss English as Foreign Language (EFL) college students’ perceptions of the use of this augmented reality app for enlarging their L2 lexicon at the first stage of Second Language Acquisition. The participants in this research are four groups of learners enrolled in engineering majors in the Spring semester at a public university in Ecuador. This study evaluates engagement, motivation, and enrichment of the learning experience in utilizing this tool autonomously by employing a Likert scale questionnaire and open-ended questions in a structured interview to collect their opinions. Findings revealed students’ attitudes towards this accommodated mobile app and its influence on their own learning processes, which have become more demanding since emergency remote teaching promotes more independent work hours for students.

Keywords:

Augmented Reality (AR), independent learners, EFL, vocabulary.