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A quasi-experimental design with pre- and post-tests compares control and experimental groups, supported by two questionnaires for teachers. The sample includes 72 Saudi EFL elementary students and 80 EFL teachers. 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It also explored teachers’ perceptions about the use of augmented reality in general, |\n| Accepted: August 10, 2021 | and its effect on students’ autonomy. A quasi-experimental research design using a pre-test |\n| Published: December 31, 2021\u003Cbr>Volume: 12 Issue: 6 | and a post-test with control and experimental groups was followed to measure the effect of using augmented reality on elementary students’ language learning. Further, two questionnaires |\n| Advance access: December 2021 | were designed to explore EFL teachers’ perceptions about AR, and its effect on students’autonomy. The sample consisted of 72 Saudi EFL elementary students and 80 EFL teachers. The results revealed that the use of augmented reality enhanced EFL students’language learning |\n|  |  |\n| Conflicts of interest: Non | significantl . The results also showed that teachers perceived AR technology as valuable and |\n| Funding: None | effective. They acknowledged its multiple benefits for EFL elementary students. It enabled better |\n|  | learning of essential skills, increased students’ motivation and positive attitudes, and fostered students’ autonomy. It is expected that these findings will help learners, teachers, curriculum developers, and administrators. |\n| Key words:\u003Cbr>Augmented Reality,\u003Cbr>Attitudes,\u003Cbr>Autonomy,\u003Cbr>EFL, |  |\n| Elementary Students,\u003Cbr>Perceptions,\u003Cbr>Saudi |  |\n\nINTRODUCTION  \nNew technology provides opportunities to improve the practice of learning a language. It can also provide solutions to some of the problems that accompany the learning and teaching of foreign languages, in particular. Nowadays, with the increase of mobile phones and applications, teachers and students can access different educational technologies effortlessl . Such spread of mobile devices has made the delivery, creation, and sharing of instructional content easier (McMahon, 2014) . Mobile technologies have also facilitated language learning by providing “an authentic, socially connective, contextually sensitive, and personalized mobile-mediated language learning environment” (Lin & Lin, 2019, p.878) .  \nDuring the last decades, research focused on the benefits of using Computer-Assisted Language Learning (CALL) . Recently, there has been a call for further research on Mobile-Assisted Language Learning (MALL) . Different studies and reviews have indicated that there is a lack of research that experimentally shows the role ofusing mobile technologies in improving the results of language learning. They suggest that more experimental cases are needed for  \nsuch practical research to help understand the significance of new technologies in teaching English (Darmi & Albion, 2014; Gutiérrez-Colón et al., 2020; Viberg & Gronlund, 2012). Also, the review of Shadiev et al., 2020 clearly shows the need for more studies on MALL with larger sample sizes and longer interventions. Given the need for research on the effect of using mobile technology, this study focuses on augmented reality (AR) as one of the recent and promising technological innovations that needs further attention. In their seminal report, Freeman et al,(2017) indicated that virtual reality (VR) is one of the most noteworthy technologies that can witness considerable growth in the educational field within three to five years. In fact, augmented reality, as a type of VR, has gained ground in these years du","cbCaikGmSMvRagFK","https://ap.wps.com/l/cbCaikGmSMvRagFK","pdf",312092,"English","# Introduction\n## Background and rationale\n## Augmented reality in language teaching\n# Methodology\n## Research design and participants\n## Instruments and questionnaires\n# Results\n## Effects on language learning\n## Teachers’ perceptions and impacts\n# Conclusion\n## Expected contributions","[{\"question\":\"How does augmented reality affect EFL elementary students’ language learning?\",\"answer\":\"The study finds that using augmented reality significantly enhances EFL students’ language learning outcomes.\"},{\"question\":\"What do teachers perceive about augmented reality technology?\",\"answer\":\"Teachers perceived AR technology as valuable and effective, acknowledging multiple benefits for EFL elementary students.\"},{\"question\":\"How is students’ autonomy related to the use of augmented reality?\",\"answer\":\"The findings indicate that AR fosters students’ autonomy, alongside improved motivation and positive attitudes.\"}]","Using Augmented Reality in Language Classrooms - The Case of EFL Elementary Students | PDF",1792068880]