Inquiry-Oriented Augmented Reality as a Tool for Boosting Reading Proficiency and Motivation Among Secondary EFL Students

Abstract

The present study examined the effectiveness of using the inquiry-based augmented reality (AR) activities to improve reading comprehension and learner engagement of Rani Dayamoyee Secondary School students in Bangladesh. Twenty secondary school students were selected through purposive sampling and subsequently randomly assigned to an experimental group (n = 10) and a control group (n = 10). Over the intervention period, the experimental group engaged in a structured series of inquiry-based AR activities, designed to encourage active exploration, contextual meaning-making, and collaborative problem-solving, whereas the control group received conventional reading instruction following the national curriculum. Reading comprehension was tested with standardized pre- and post-tests and cognitive and affective engagement in learning tasks was measured with a validated engagement scale. Results revealed that there was a significant difference in favor of the experimental group with regard to reading comprehension and engagement scores. The results emphasize the feasibility of inquiry-based AR as a pedagogical tool in the context of EFL secondary education, as it is a student-centred, immersive learning technology that holds the promise of connecting older education models and approaches with the new digital learning spaces.