Data was collected through achievement tests included in the course materials package and analyzed with ANCOVA via SPSS. In contrast, those in the control group studied the conventional materials. The participants were 40 adult beginner-level adult learners in a language institute in Shiraz, Iran, and were randomly divided into control and experimental groups. The second one explored the existence of any interaction between such an effect and variables of learners’ gender, age, and educational background. The initial stage examined if Augmented Reality improved language achievement in EFL learners. To this end, the investigators designed and implemented a quasi-experimental pretest and posttest study involving two stages. The current study investigated the integration of one recent technology, i.e., Augmented Reality (AR), in language education and its effect on language achievement.
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