Ria Fakhrurriana, Silviana Safitri

Augmented Reality as a Digital Pedagogical Tool to Support Adaptive Speaking Practice in ELT

Introduction

Augmented reality as a digital pedagogical tool to support adaptive speaking practice in elt. Explore how Augmented Reality (AR) enhances adaptive English speaking practice in ELT. This study reviews AR's role in boosting learner confidence, fluency, and interaction for better communication skills.

Abstract

As digital technology is more embedded in English Language Teaching (ELT), it continues to offer new ways to support learners to build their English-speaking skills. This study is meaningful, as speaking is known as one of the most challenging aspects for English learners, and Augmented Reality (AR) offers a promising tool to control this issue by creating interactive and immersive environments. The main point addressed in this study is the learners’ problems in improving their speaking abilities due to limited vocabulary, low confidence, and lack of real conversation practice. The goal of this study is to investigate how Augmented Reality (AR) supports speaking skill development and what certain aspects it enhances. This study utilized a Systematic Literature Review (SLR) approach, examining 30 recent scholarly articles. The evidence reveals that Augmented Reality (AR) positively supports speaking skill acquisition by increasing learner confidence, stimulating interaction, improving fluency, and offering realistic communicative contexts. This paper extends the literature on digital learning tools by highlighting the pedagogical potential of AR in ELT. It provides appropriate guidance for language teachers and encourages further research to explore the effective ways of implementing AR in English language speaking skills.

Review

This systematic literature review addresses a highly pertinent and critical area within English Language Teaching (ELT): the application of Augmented Reality (AR) as a digital pedagogical tool to enhance speaking skills. Recognizing that speaking often presents significant challenges for English learners due to factors such as limited vocabulary, low confidence, and a dearth of authentic conversational practice, the study's premise is exceptionally timely. The clear objective to investigate how AR supports speaking skill development and the specific aspects it enhances positions this research as a valuable contribution to understanding innovative solutions for a persistent pedagogical problem. Employing a robust Systematic Literature Review methodology, the authors meticulously examined 30 recent scholarly articles to synthesize existing evidence. The findings compellingly demonstrate that AR indeed offers substantial benefits, positively supporting speaking skill acquisition. Specifically, the review highlights AR's capacity to boost learner confidence, stimulate meaningful interaction, improve fluency, and crucially, provide realistic communicative contexts that are often difficult to replicate in traditional classroom settings. These outcomes directly address the core problems identified, suggesting AR as a potent solution for fostering a more dynamic and effective speaking practice environment. This paper significantly extends the current literature on digital learning tools by providing a focused and evidence-based exploration of AR's pedagogical potential within ELT, particularly for speaking skills. Beyond its academic contribution, the review offers practical guidance for language teachers considering the integration of AR into their practice, thereby bridging the gap between research and application. Furthermore, by advocating for continued research into effective implementation strategies, the study not only consolidates existing knowledge but also charts a clear path for future inquiry, ensuring that the promising capabilities of AR are harnessed to their fullest extent in supporting English language learners.

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