Augmented Reality'S Impact On Vocabulary Acquisition And Retention Of English Language Learners Of Secondary Level Students

Abstract

This study titled, “Augmented Reality's Impact on Vocabulary Acquisition and Retention of English Secondary Language Learners in Hyderabad” aimed to investigate the impact of Augmented Reality (AR) technology on vocabulary acquisition and retention, specifically for grade 9 students learning English as a second language in Beacon House School, Hyderabad, Pakistan. The research analyses the potential of AR technology in boosting vocabulary acquisition in a classroom context, drawing on ideas such as Stephen Krashen's Input Hypothesis and Allan Paivio's Dual Coding Theory. The study's sample size consists of 24 students, divided into two groups: one with scores above 65% and the other with scores below 65%. Both groups have undergone a post-test questionnaire after the experiment. Subsequently, 10 students have been selected from this sample for semi-structured interviews. These data collection methods yield both quantitative and qualitative insights into the efficacy of AR-based vocabulary training. The findings of this research showed that augmented reality technology can prove to be a valuable tool for inadvertently acquiring and retaining vocabulary, particularly for students facing difficulties with conventional classroom teachings. This study highlighted the potential of augmented reality to enhance vocabulary growth and retention among English language learners attending schools in Hyderabad, Pakistan. By merging advanced technology with established language acquisition theories, augmented reality holds promise as an innovative approach to language learning.

Keywords: Augmented Reality, Input Hypothesis, Dual coding theory, vocabulary acquisition and retention