Jul 2026· UB Journal for Humanities· Vol 5· 0 citations
Abstract
Using digital tools such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Virtual Reality (VR), Augmented Reality (AR), and gamification has remodeled language learning. Despite their advances and integration into language programs, gaps remain in personalization, accessibility, and skill development. This study aims to explore the impact of such tools on language learning outcomes in formal and informal settings, with a focus on mobile Apps, VR/AR, and gamification. A mixed-method approach was employed, interconnecting quantitative surveys with 150 participants and qualitative interviews. The former was used to assess tool usage, motivation, and proficiency, and the latter (qualitative data dealt with user experience with digital tools. Findings show that the highest engagement was from participants aged 25-44 years, preferring VR/AR tools for immersive learning. Usage of Mobile apps was recorded as underutilized, mostly due to content restrictions. Gamification, while improving motivation, has limited depth. Skill development targeted receptive skills (e.g., vocabulary, grammar) more often and lacked productive skills, such as writing support. Challenges such as accessibility issues, high costs, and technical issues were repetitively emerging themes. Digital tools have the potential to bridge traditional and modern language learning. The study unearthed caveats in the existing scholarship, viz., the potential lack of personalization, affordability, and content diversification, which are crucial for language learning and teaching scenarios. Prospects should target prioritizing AIdriven feedback, adaptive learning, and cost-friendly immersive solutions, encouraging inclusive language education.
The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development, and prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches.
Gurpreet Kaur Phander Gurmeet Singh, Nur Aina Fatini Norhaslizam, Zamri Mahamod· International journal of res...· 0 citations
In many schools, the conventional resources used to teach English are often inadequate for learners with low- proficiency levels. This challenge is heightened for rural students who struggle with second language acquisition due to limited exposure and support. However, incorporating Augmented Reality (AR) and Virtual Reality (VR) can help overcome these barriers by immersing learners in interactive 3D environments that support visual and experiential learning. Engaging with digital objects and simulations enables students to process information more deeply through visual and hands-on interaction. With this in mind, the present research implemented Mobile Augmented and Virtual Reality (MAVR) technology, which was developed on the Android platform, to support vocabulary development among low-proficiency ESL learners. The MAVR application was developed using the ADDIE instructional design framework to ensure pedagogical effectiveness. A single-group repeated measures longitudinal quasi-experimental design involving 12 measurement points was employed to monitor changes in vocabulary acquisition among 41 participants. Analysis using one-way repeated measures ANOVA revealed a significant improvement in vocabulary scores over time. The findings suggest that MAVR-based learning has the potential to enrich English language instruction by making vocabulary learning more dynamic, accessible, and meaningful for low-proficiency learners.
I. Jalaluddin, R. Darmi, Lilliati Ismail· International journal of res...· 0 citations
VR is highlighted as gaining high educational effect when it becomes part of blended learning models and user-centered design principles and it facilitates affective engagement, skill acquisition, and learner motivation.
V. S. A. Goud, K. C, Manimekalai R et al.· Genetics and Molecular Resea...· 0 citations
The perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model are explored, revealing seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use.
Indonesia’s English proficiency remains comparatively low, while English learning media in secondary education rarely integrate locally meaningful cultural content, immersive mobile technology, and the educational dimensions of Sustainable Development Goal (SDG) 4.7. This gap is particularly visible in South Kalimantan, where Sasirangan—a traditional hand-dyed textile carrying philosophical meaning—has rarely been incorporated into English language learning. This study employed Design-Based Research (DBR) across four phases: analysis and exploration, design, development, and reflection/evaluation. A needs-analysis questionnaire was administered to 748 Grade 12 students from six senior high schools in South Kalimantan. The design phase involved a focus group discussion with six English teachers to formulate learning objectives, task structures, and AR-supported interactions for argumentative and discussion texts. The development phase produced an Android-based augmented reality application called SasiVision integrating Sasirangan cultural content into contextual English learning. The prototype was evaluated through expert validation involving media, material, and language experts, followed by a practicality survey involving 80 student users. The expert validation score reached 85.66%, indicating that the prototype was highly valid with minor revisions. The practicality score reached 71.4%, indicating that the application was practical for classroom use with revision. The highest student responses concerned multimodal learning support and clarity of AR-based Sasirangan visualization, while the lowest scores related to installation difficulty and technical performance, indicating the importance of device compatibility and infrastructure readiness in AR-assisted learning implementation. This study contributes a validated and practical prototype for contextual English learning that integrates augmented reality, local cultural heritage, and SDG 4.7-oriented education. The findings provide pedagogical design principles and implementation considerations for culturally contextualized AR-assisted language learning in secondary education, while establishing a foundation for future effectiveness studies examining learning outcomes and critical-thinking development.
Rizky Amelia, Heldiansyah, Siti Kustini et al.· Asian Journal of Interdiscip...· 0 citations
High-immersion virtual reality (HiVR) offers engaging experiences to foreign language learners, and numerous empirical studies support its effectiveness for language learning. However, implementation of this technology in school-based language teaching is scarce and requires comprehensive teacher training as well as pedagogical guidelines. Specifically, foreign language teachers need to develop their technological pedagogical and content knowledge (TPACK) to align language pedagogy with the affordances of virtual reality (VR) headsets and applications. Based on an approach to language teaching with VR that is anchored in Technology-Mediated Task-Based Language Teaching (TMTBLT), this qualitative study investigates (1) how the integration of HiVR into lesson plans combines language pedagogy and technological affordances, and (2) how pre-service teachers’ TPACK develops through participation in a university course with a focus on lesson planning. First, fifteen lesson plans were analyzed qualitatively. Then, participants’ TPACK development was assessed through lesson plan quality ratings and a thematic analysis of a pre-survey, reflection journals, and group interviews conducted after the course. The findings demonstrate the importance of lesson planning and micro-teaching for the development of a highly integrated TPACK, and alignment of HiVR-tasks with basic principles of TMTBLT. The study outlines further directions for research and teaching with HiVR.
Claudia Schnellbögl, Theresa Summer· Language Learning & Tech...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
