Effects of augmented reality-supported experiential learning on low-achieving EFL students in rural elementary school

Abstract

In rural elementary schools, improving English as a Foreign Language (EFL) proficiency is challenging due to socioeconomic disadvantages and geographical constraints that limit access to quality teaching methods. This is particularly pronounced among low-achieving EFL students who require remedial support. These learners often face limited opportunities for practice and struggle to improve due to conventional remedial classes that rely heavily on lecture-based instruction and focus on achieving higher scores through written assessments. To address these challenges, augmented reality (AR) offers a novel approach by using 3D visuals to help students better visualize and retain information in English vocabulary and phonics, fostering classroom participation and building language confidence. This study adopted an experiential learning model based on Kolb's four-stage cycle to design an AR-supported experiential learning (AR-EL) environment tailored to the needs of 25 low-achieving EFL students. Quantitative and qualitative data, including pre- and post-tests, questionnaires, and reflective writing, were analyzed. The findings indicated that AR-EL improved students' vocabulary acquisition and retention, enhanced their self-efficacy and motivation, and reduced learning anxiety. Through written reflections, the students shared how AR enhanced their learning experiences, language skill development, competitive learning dynamics, and overall classroom participation compared to conventional remedial classes.