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Augmented reality (AR) and non-AR flashcards provide different pedagogical pathways, yet no systematic comparison clarifies their role in writing development. This mixed-methods systematic literature review evaluates both modalities’ effects on writing skills and motivation. Using PRISMA 2020, eight studies (2021–2025) with 249 students are synthesized, finding non-AR strengths in grammar and vocabulary, while AR better supports motivation, engagement, and creativity, with generalizability limited by corpus imbalance and context dominance.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pjee-augmented-reality-ar-versus-non-augmented-reality-non-ar-flashcards-on-english-as-foreign-language-efl-writing-skills-a-comparative-analysis/159528/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pjee-augmented-reality-ar-versus-non-augmented-reality-non-ar-flashcards-on-english-as-foreign-language-efl-writing-skills-a-comparative-analysis/159528.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-08","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What skills and outcomes does the review focus on when comparing AR and non-AR flashcards?","Question",{"text":113,"@type":114},"The review compares effects on EFL writing skills and learner motivation, emphasizing both cognitive and affective outcomes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did non-AR flashcards affect writing-related learning compared with AR flashcards?",{"text":118,"@type":114},"Non-AR flashcards improved grammar and vocabulary through structured memorization.",{"name":120,"@type":111,"acceptedAnswer":121},"What limitations affect how broadly the review’s conclusions can be applied?",{"text":122,"@type":114},"Generalizability is constrained by corpus imbalance (more non-AR studies than AR) and the dominance of the Indonesian context.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},159528,1788019238,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Premise : Journal of English Education and Applied Linguistics e-ISSN: 2442-482x, p-ISSN: 2089-3345  \n[https://fkip.ummetro.ac.id/journal/index.php/english](https://fkip.ummetro.ac.id/journal/index.php/english)  \nDOI: 10.24127/pj.v15i1.14744  \nPJEE  \nAUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS  \nby  \nLintang Shafa Kamila*  \nEnglish Education Study Program, Walisongo State Islamic University, Semarang,  \nIndonesia  \n[kamilalntggshafa@gmail.com](kamilalntggshafa@gmail.com)  \nSiti Tarwiyah  \nEnglish Education Study Program, Walisongo State Islamic University, Semarang,  \nIndonesia  \n[Sititarwiyah98@gmail.com](Sititarwiyah98@gmail.com)  \nMuhammad Nafi Annury  \nEnglish Education Study Program, Walisongo State Islamic University, Semarang,  \nIndonesia  \n[nafi.annury@walisongo.ac.id](nafi.annury@walisongo.ac.id)  \n*Corresponding author  \n(Article History: Received:23-11-2025;Reviewed1:23-01-2026;Reviewed2:13-02-2026: Accepted:20-02-  \n2026;Published:22-02-2026).  \nAbstract:  \nWriting is the most challenging EFL skill, requiring linguistic accuracy and creativity. AR and non-AR flashcards offer different pedagogical approaches, yet no systematic comparison exists for EFL writing development. This mixed-methods systematic literature review compares both modalities' effectiveness on writing skills and motivation. Following PRISMA 2020 guidelines, eight studies (2021–2025) with  \n249 students were analyzed. Non-AR flashcards improved grammar and vocabulary through structured memorization, while AR flashcards enhanced motivation, engagement, and creativity via immersive interaction. Moderator analyses revealed AR flashcards yield greater affective-creative outcomes. Corpus imbalance (5 non-AR vs. 3 AR studies) and Indonesian-context dominance limit generalizability. The study validates Dual-Coding Theory and suggests integrating both modalities optimizes EFL writing development, warranting further cross-contextual research.  \nKeywords: augmented reality, flashcards, writing skills, and comparative analysis.  \nAbstrak:  \nMenulis merupakan keterampilan EFL paling menantang yang membutuhkan akurasi linguistik dan kreativitas. Flashcard AR dan non-AR menawarkan pendekatan pedagogis berbeda, namun belum ada perbandingan sistematis untuk pengembangan menulis EFL. Tinjauan literatur sistematis mixedmethods ini membandingkan efektivitas kedua modalitas terhadap keterampilan menulis dan motivasi. Mengikuti pedoman PRISMA 2020, delapan studi (2021–2025) dengan 249 siswa dianalisis. Flashcard non-AR meningkatkan tata bahasa dan kosakata melalui memorisasi terstruktur, sementara flashcard AR meningkatkan motivasi, keterlibatan, dan kreativitas melalui interaksi imersif. Analisis moderator mengungkapkan flashcard AR menghasilkan luaran afektif-kreatif yang lebih besar. Ketidakseimbangan korpus (5 studi non-AR vs. 3 AR) dan dominasi konteks Indonesia membatasi  \ngeneralisabilitas. Studi ini memvalidasi Teori Dual-Coding dan menyarankan integrasi kedua modalitas untuk mengoptimalkan pengembangan menulis EFL, serta mendorong penelitian lintaskonteks lebih lanjut.  \nKata Kunci: augmented reality, flashcards, keterampilan menulis, dan analisis komparatif.  \nINTRODUCTION  \nThe rapid advancement of digital technology has made its integration into foreign language education essential for boosting student competency, engagement, motivation, and academic success. Among the four core English language skills, writing is frequently seen as the most demanding. Its complexity arises not just from the need for grammatical and lexical knowledge, but also from the requirement to organize ideas in a logical and coherent manner (Mirani Desi Pratama & Puji Hastuti, 2024; Syifa et al., 2022) . Despite its difficulty, writing remains one of the most critical skills in language acquisition. For learners of English as a Foreign Language (EFL), however, it poses a particula","cbCaisVygFxXLSx0","https://ap.wps.com/l/cbCaisVygFxXLSx0","pdf",1087119,26,"English","# Introduction\n## Background and challenges in EFL writing\n## Conventional flashcards and instructional limitations\n## Rationale for augmented reality flashcards\n# Abstract\n## Core findings and comparative outcomes\n# Keywords","[{\"question\":\"What skills and outcomes does the review focus on when comparing AR and non-AR flashcards?\",\"answer\":\"The review compares effects on EFL writing skills and learner motivation, emphasizing both cognitive and affective outcomes.\"},{\"question\":\"How did non-AR flashcards affect writing-related learning compared with AR flashcards?\",\"answer\":\"Non-AR flashcards improved grammar and vocabulary through structured memorization.\"},{\"question\":\"What limitations affect how broadly the review’s conclusions can be applied?\",\"answer\":\"Generalizability is constrained by corpus imbalance (more non-AR studies than AR) and the dominance of the Indonesian context.\"}]","PJEE - AUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS | PDF",66]