Predicting quality of English language teaching through augmented reality competencies and TPACK model components among Kuwaiti undergraduates

Oct 15, 2026

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The study examines how augmented reality (AR) competencies and components of the TPACK framework relate to and predict the quality of English language teaching among Kuwaiti pre-service undergraduates. A sample of 317 students from Kuwait University’s college of education completed three online questionnaires assessing EFL TPACK, teachers’ AR competencies, and quality of English language teaching skills. Findings show significant positive associations and identify teacher AR competencies, TPACK, TK, and TCK as meaningful predictors of teaching quality at the 0.01 level.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Article info

Abstract

Introduction

Method

Results

Keywords

OPEN ACCESS Research Article Contemporary Educational Technology, 2024, 16(4), ep534 ISSN: 1309-517X (Online) Predicting quality of English language teaching through augmented reality competencies and TPACK model components among Kuwaiti undergraduates Omaymah E. AlSuwaihel 1* 0000-0002-3471-9828 1 Curriculum & Instruction Department, Kuwait University, Sabah AlSalem University City, Alshadadiya, P.O. Box. 13281, 71 423, KUWAIT * Corresponding author: [dr.alsuwaihel@gmail.com](dr.alsuwaihel@gmail.com) Citation: AlSuwaihel, O. E. (2024) . Predicting quality of English language teaching through augmented reality competencies and TPACK model components among Kuwaiti undergraduates. Contemporary Educational Technology, 16(4), ep534 . [https://doi.org/10.30935/cedtech/15486](https://doi.org/10.30935/cedtech/15486) ARTICLE INFO ABSTRACT | Received: 25 Apr 2024
Accepted: 23 Sep 2024
INTRODUCTION | Background: Augmented reality is among the emerging technologies that hold greater potential in the context of foreign language learning. No research has been done to date to investigate pre-service teachers’ competencies in augmented reality and their association with quality of teaching English and technological and pedagogical content knowledge (TPACK) model components in the state of Kuwait.
Aim: This study aimed to assess the utility of using augmented reality competencies and English as a foreign language (EFL) TPACK model components to predict the quality of English language teaching of pre-service undergraduates.
Method: A total of 317 students enrolled in college of education at Kuwait university were recruited and responded to three online questionnaires measuring EFL TPACK, teachers’augmented reality competencies, and quality of teaching English skills (QELT) .
Results: Results indicated a significant positive association among all variables at 0.01 level. Teacher’s augmented reality competencies (TARC), TPACK, technological knowledge (TK), and technological content knowledge (TCK) were significant predictors of QELT. One-way ANOVA revealed that there was no significant effect of gender on the TARC, TPACK, TK, TCK, and QELT. The cut-off-criteria of the mean scores indicated that all participants strongly believe that they acquire the essential competencies of augmented reality in EFL classrooms and possess a high level of proficiency in TPACK. Descriptive statistics showed that more than (70%) of pre-service teachers selected “strongly agree” and “agree”, 13% or less selected “strongly disagree” and“disagree” while 26% or less selected “neutral” response. Linear regression analysis revealed that TARC, TPACK, TK, and TCK were significant predictors of QELT.
Keywords: augmented reality, quality of English language teaching, TPACK model, Kuwaiti students, pre-service teachers | | --- | --- | Technology has made a significant impact on nearly every aspect of human life, education included. The ongoing advancements in technology have introduced novel perspectives and innovations to the realm of education such as augmented reality (AR) and virtual reality (VR) . In the domain of language education, augmented reality technology can be applied across various educational levels (Tulgar, 2019) . Augmented reality can be a beneficial tool in higher education instruction where the effective teaching of languages preservice student is particularly crucial. However, teaching English to students who speak other languages poses an intriguing challenge for teachers (Dalim et al., 2016) . Augmented reality is a progressively prevalent technology with significant advantages for its implementation in educational settings. Several studies have explored its potential in language learning, revealing its impact on enhancing motivation among college students studying English (Bonner & Reinders, 2018; Lee et al., 2017; Suryadi, 2021) . According to Martínez et al. (2017), augmented reality activities encourag

FAQs

What is the aim of this research?

To evaluate how augmented reality competencies and EFL TPACK components predict the quality of English language teaching among Kuwaiti pre-service undergraduates.

How was the study conducted?

The research recruited 317 education college students at Kuwait University and used three online questionnaires to measure EFL TPACK, teachers’ AR competencies, and quality of English language teaching skills (QELT).

Which factors significantly predict QELT?

Teacher’s augmented reality competencies (TARC), TPACK, technological knowledge (TK), and technological content knowledge (TCK) were significant predictors of QELT.

Oct 15, 2026

Uploaded by OmBimo