EFL STUDENTS’ ATTITUDES TOWARD AUGMENTED REALITY– BASED VOCABULARY LEARNING AT THE UNIVERSITY OF PRINCE MUQRIN PREP YEAR PROGRAM
TL;DR
The findings showed that students generally held positive attitudes toward AR integration in vocabulary learning, and AR can provide engaging and interactive vocabulary learning experiences in EFL classrooms.
Abstract
This research investigated female EFL preparatory-year students’ attitudes toward integrating Augmented Reality (AR) in vocabulary learning at the University of Prince Muqrin in Medina, Saudi Arabia. Grounded in the Technology Acceptance Model (TAM), the study adopted a descriptive correlational survey design. The target population consisted of 152 Level 2 female preparatory-year students, and the final sample included 117 valid responses. Data were collected through a structured questionnaire covering four dimensions: perceived usefulness, ease of use, enjoyment, and willingness to continue using AR. Before data collection, six ARbased vocabulary activities were implemented using Unity and QR-code-supported imagetracking technology. The data were analyzed using descriptive statistics and correlation analysis through SPSS. The findings showed that students generally held positive attitudes toward AR integration in vocabulary learning. Perceived usefulness recorded the highest mean score, followed by ease of use, enjoyment, and then willingness, with all four dimensions remaining at a high level. Significant positive correlations were also found between perceived usefulness, ease of use, enjoyment, and students’ willingness to continue using AR. The study concludes that AR can provide engaging and interactive vocabulary learning experiences in EFL classrooms.