A comparative study of Augmented Reality Applications for English Language Learning in Primary Education

Abstract

Over the past two decades, the use of Augmented Reality (AR) in language learning has increased as it offers rich multimodal, situated and interactive learning experiences. Although numerous AR applications and platforms are now available for designing and developing AR learning experiences, teachers need guidance in selecting the most suitable tools for creating pedagogically sound and developmentally appropriate immersive language learning experiences. This study critically analyses a range of language-specific and general-purpose AR platforms that can be used for English Language Teaching (ELT). The analysis is based on a set of criteria aligned with the Teachers’ Augmented Reality Competences (TARC) framework offering a clear comparison of their strengths, limitations and classroom management features. The findings indicate that only a small number of AR tools offer a balanced set of functions and that there is considerable variation across platforms, ranging from sophisticated authoring features to limited pedagogical alignment, teacher support, and classroom management affordances. As a result, this study provides a practical guide and recommendations to teachers, instructional designers and researchers when selecting AR tools for English language learning in primary education.