TEACHING ENGLISH VOCABULARY WITH AUGMENTED REALITY(AR) FOR EFL LEARNERS.

Ta‘lim sohasida texnologik vositalar rivojlanib bormoqda, shu bois ko‘plab imkoniyatlar, xususan, AR, VR va onlayn platformalar paydo bo‘lmoqda. Ushbu tadqiqotning maqsadi AR sohasida o‘tkazilgan so‘nggi 10 ta tadqiqotni, uning EFL o‘rganuvchilariga lug‘at o‘rgatishda qo‘llanilishini va o‘quvchilarning tilni o‘zlashtirishiga ta‘sirini ko‘rib chiqishdir. So‘nggi 5 yildagi tadqiqotlarning tizimli sharhi amalga oshirilgan va AR ning ta‘sirini aniqlash uchun EFL yosh o‘rganuvchilariga bir necha so‘z oilalari ko‘rsatilgan. Natijalar barcha tadqiqotlar o‘quvchilarning til o‘rganishiga ijobiy ta‘sir ko‘rsatganini, bundan tashqari, o‘quvchilarning motivatsiyasi va faolligi sezilarli darajada oshganini ko‘rsatadi.

TEACHING ENGLISH VOCABULARY WITH AUGMENTED REALITY(AR) FOR EFL LEARNERS. Fazliddinova Zulfiyakhon Dilmurod qizi Master's degree student of NamSIFL,named after Ishakkhan Ibrat E-mail: zuzu801102@gmail.com https://doi.org/10.5281/zenodo.15513803 Abstract: Technological tools in the field of education is advancing, so that there are many opportunities, especially AR,VR, online platforms. This study aims to review the lates 10 researches done in the field of AR, and its usage in teaching vocabulary to EFL learners and the effect on students language acquisition. A systematic review has been done of the last 5years researches and several word families are shown to EFL young learners to find out AR’s effect. The results indicate that all researches were positively influenced to the students’ language learning, in addition students, motivation and engagement had increased a lot. Keywords: AR (augmented reality), teaching vocabulary, EFL learners, student motivation.

ОБУЧЕНИЕ АНГЛИЙСКОМУ СЛОВАРЮ С ДОПОЛНЕННОЙ РЕАЛЬНОСТЬЮ (AR) ДЛЯ УЧАЩИХСЯ АИЯ. Аннотация: Технологические инструменты в области образования развиваются, поэтому появляется много возможностей, особенно ДР, VR, онлайн-платформы. Целью этого исследования является обзор последних 10 исследований, проведенных в области ДР, и ее использования в обучении словарю учащихся АИЯ и влияния на усвоение языка учащимися. Был проведен систематический обзор исследований за последние 5 лет, и несколько семейств слов были показаны учащимся АИЯ, чтобы выяснить влияние ДР. Результаты показывают, что все исследования оказали положительное влияние на изучение языка учащимися, кроме того, мотивация и вовлеченность учащихся значительно возросли. Ключевые слова: ДР (дополненная реальность), обучение словарю, учащиеся АИЯ, мотивация учащихся.

INTRODUCTION Due to the advent of free or inexpensive web-based programs and mobile applications, the use of Augmented Reality (AR) has been increasing significantly over the past 20 years in a variety of fields, including business, architecture, and entertainment. Ivan Sutherland initially used the phrase "augmented reality" (AR) in 1968 when he developed the first head-mounted display system. However, it wasn't until 1990 that Boeing researcher Tom Caudell defined the term, which was previously connected to the military and aerospace sector [1]. Nowadays, AR used in gamification, product visualization, marketing companies, architecture and home design, education, and industrial manufacturing in the world. However, in Uzbekistan AR is going to be developed by four main collaborations, The Strategic Expansion of EON Reality The world leader in immersive learning solutions, EON Reality, declared its arrival in Uzbekistan in April 2024, Applied AR/VR Technologies Laboratory, IBT College's Collaboration with Uzbekistan and VR in Samarkand's Silk Road Museums. AR integration in the field of teaching vocabulary can be very useful as it is one of the fascinating things to self-learn vocabulary and effective for visual learners. Animating vocabulary words will skyrocket the learning rate of vocabulary, as the language can be acquired by the help of words and without words students

cannot express their feelings and ideas, in addition they cannot communicate in the target language. This study analyses the effect of AR in students learning, and students’ reaction to the AR tools. LITERATURE REVIEW Since technology is one of the key components to support teaching and learning, augmented reality technology can be used in language instruction to bring real-world objects that can make learning more convenient. However, this can also have an impact on how well students understand the material [2]. One of the difficulties in education is guiding students through the learning process; therefore, educators must use new technologies, such as Augmented Reality (AR), in their lessons. Based on the experience in applying AR, the writer acquired several advantages while using AR media in teaching vocabulary. It might enhance the effect of the learning curve. When compared to non-AR applications, kids who use AR applications are able to learn more quickly and easily. AR additionally encouraged students to be more imaginative and exploratory. Some study found that AR could help pupils to absorb new knowledge and overcome challenges[3]. In Uzbekistan, the government’s focus on digital transformation, particularly through the "Digital Uzbekistan 2030" agenda, has hastened the integration of technology into the educational system. Both students and instructors now have more options thanks to the widespread use of e-learning platforms, AI-powered apps, and digital instructional materials. But even while digital education has many benefits, there are drawbacks as well that must be resolved for its adoption to be successful[4]. According to the study, augmented reality (AR) technology can greatly enhance language learners' competency, especially when it comes to vocabulary and pronunciation. Strengths of the AR technology implementation can offer learners a personalized and adaptive learning experience, which can improve the efficacy of language learning, the AR application offered an interesting and interactive learning experience that encouraged learners to practice their language skills more frequently and for longer periods of time. The study emphasizes how augmented reality (AR) technology might improve conventional teaching strategies and give students a useful tool to practice their language abilities and more study is required to find out how well AR technology works for learning foreign languages. Weaknesses of the AR application's accessibility in places with inadequate internet connectivity may be restricted because it depends on a steady internet connection to access the AR content. The study only looked at one language (English), and more research is required to find out how well AR technology works for learning other languages [5]. The most frequent issues in terms of pedagogy were inadequate preparation and subpar multimedia content that was incorporated into AR initiatives. While it was made abundantly evident in the instructions that the projects should be set up to support scaffolded learning, certain teams put more emphasis on design than content, which led to certain projects turning into a collection of disconnected tasks. Nonetheless, the majority of them used arrows to sequentially and meaningfully integrate the digital content [6]. However, AR has the ability to completely change how things are done in the educational system. AR has the potential to enhance the English language learning process. With AR, learning English becomes more dynamic and engaging more effective and enjoyable vocabulary learning. AR may be used to teach English vocabulary and to display 3D objects to engage pupils more [7]. METHODOLOGY

To investigate the use of Augmented Reality (AR) as a tool for teaching English vocabulary to EFL (English as a Foreign Language) learners, this study adopted a qualitative approach that combined a review of existing academic literature with a small-scale student feedback component. This dual method allowed for a comprehensive understanding of both the theoretical and practical implications of AR in vocabulary instruction. Literature Review Process As a foundation for the study, a focused review of ten academic papers was conducted. These sources were drawn from a range of well-known scholarly databases, including ERIC, Web of Science, Scopus, ScienceDirect, and Google Scholar. The search targeted publications from the past decade (2015–2024) that specifically addressed the role of AR in language learning, particularly vocabulary development among EFL or ESL students. Search terms such as "augmented reality," "vocabulary acquisition," "EFL learners," and "technology in language education" were used to locate relevant studies. Each article was carefully analyzed to identify key findings, methodological approaches, benefits, challenges, and overall outcomes related to the use of AR in the classroom. Data Collection Tools and Procedure Participants engaged with an AR-based vocabulary learning application during a supervised session. This experience allowed them to interact with digital vocabulary content in an immersive way. Afterward, students completed a brief questionnaire that included both multiplechoice and open-ended questions. The survey was designed to assess their impressions regarding the ease of use, engagement, motivation, and effectiveness of the AR tool for learning new vocabulary. Data Analysis The findings from the reviewed articles were grouped into themes to highlight commonalities and differences in how AR has been applied in language learning across different studies. As for the student feedback, responses were examined through content analysis to uncover recurring patterns, preferences, and concerns. Quantitative responses (such as Likert scale ratings) were also reviewed using simple descriptive statistics to summarize the overall opinions expressed by the participants. RESULTS Table 1. Summary of Recent Studies on the Use of Augmented Reality (AR) in Teaching English Vocabulary to EFL Learners NAME, AUTHOR AND METHODS AND PUBLICATION YEAR OF METHODOLOGIES. KEY FINDINGS ARTCILE. A total of 229 teacher The research findings candidates from the College revealed that the teacher 1.Using augmented reality of Education took part in this candidates lack practical (AR) as an authoring tool in experiment to analyze the training in AR content EFL through mobile digital skills of teacher creation and implementation computer-supported candidates in order to from a technological and collaborative learning - Jose develop AR-based projects pedagogical perspective, but Belda-Medina (2022) aimed at teaching English to their attitudes towards AR children and young learners, integration as transformative

and to assess the impact on technology were very their attitudes towards AR positive, particularly integration. regarding student attention, collaboration and shared enjoyment. 2. Developing vocabulary A mobile-based AR card base on Augmented Elementary school students application was created to Reality (AR) for learning or who are just learning to assist students in learning English- I F Rozi, E Larasati speak English. English vocabulary either and V A Lestari(2021) independently or in class. Learning English vocabulary through augmented reality 3."Integrating augmented quantitative research or more (AR) could improve reality (AR) in EFL class for specifically quasistudents’ vocabulary teaching vocabulary."- experimental design at the mastery. It made young Sadikin, Irma Savitri, and second grade of Primary learners more engaged and Erista Martyani. (2020) school in Padalarang excited to learn English vocabulary. 4. Mobile-based AR Key finding of the study is application helps to promote 40 pre-school children from that mobile AR (73,125) EFL children's vocabulary kindergarten located in learning is much better than study - He, J., Ren, J., Zhu, G., Beijing City, cards instructions (23,125). Cai, S., & Chen, G. (2014) The results showed that the 5. The effects of augmented instructional materials reality to motivation and 42 students in two fifth grade motivation and performance performance in EFL classes in an elementary of the students taught using vocabulary learning - Tsai school in Central Taiwan. AR were superior to those of C.C. (2020) students taught using the traditional lecturing method. 6. The impact of augmented reality (AR) on vocabulary positive attitudes and a 130 students aged 14 to 15 acquisition and student strong interest in AR (9th-graders) from two motivation. - Belda-Medina, integration in language secondary education schools. J., & Marrahi-Gomez, V. learning. (2023). In Uzbekistan, the implementation of the 7. Using digital education "Digital Uzbekistan 2030" technologies in uzbekistan- Systematic Review strategy has accelerated the Majidova I.G,- (2025) adoption of digital tools, enabling a more modern and efficient education system.

The study suggested 8. A systematic review on tripartite co-construction vocabulary learning in AR and mechanism for learning Systematic Review of 97 VR gamification context - materials, involving students, artciles. Haoming, L., & Wei, W. teachers, and researchers, (2024) integrating both gamified AR and VR. The study found that the Testing involved 30 experimental group, who participants, aged 18-30, who used the AR application, 9. Learning English language were non-native English demonstrated a significant as a second language with speakers who learnt English improvement in their English augmented reality. - Azimova, vocabulary, pronunciation, language proficiency D., & Solidjonov, D. (2023). and grammar with AR and compared to the control without AR. group, who used traditional learning methods 10. Fostering Sustainable The study results implied The research subjects Vocabulary Development in that AR media effectively comprised twenty-four Fourth Graders Using enhanced elementary school students in the 4th grade of a Augmented Reality- Sorohiti, students’ vocabulary and state elementary school in M., Rahmawati, F., Hatmanto, encouraged their Sleman Regency in E. D., Nurjanah, A., & involvement in daily Yogyakarta, Indonesia. Affanda, E. F. (2025, March). vocabulary learning. The table has given above attempts to provide key finding in this field and mentions the methods, participants and the design of the ten studies. DISCUSSION The integration of Augmented Reality (AR) in English language learning has gained increasing attention over the past decade, especially in the area of vocabulary instruction. The reviewed literature consistently highlights AR's potential to transform traditional learning environments by making vocabulary acquisition more interactive, engaging, and contextually rich. One of the key advantages noted across several studies is AR's ability to provide learners with multimodal input—combining visual, auditory, and textual elements—which can significantly enhance word retention and recall. Another recurrent theme in the literature is the role of AR in promoting learner autonomy and motivation. By allowing students to explore vocabulary in a hands-on and self-directed manner, AR creates a learning atmosphere that supports active participation rather than passive memorization. This is especially beneficial for EFL learners, who often face challenges in connecting abstract vocabulary to real-world usage. AR helps bridge this gap by embedding language into virtual contexts that mimic real-life scenarios. Moreover, many of the reviewed studies emphasize the alignment between AR tools and the principles of constructivist learning theory. Through interactive experiences, learners are encouraged to build their own understanding of vocabulary, rather than relying solely on teacherled explanations. This shift toward learner-centered instruction has been associated with deeper cognitive processing and longer-term retention of vocabulary items.

Despite these benefits, the literature also points to several challenges. Technical limitations, such as the availability of compatible devices and software stability, can hinder the widespread adoption of AR in classrooms. Additionally, some studies caution that without proper pedagogical integration, AR risks becoming a novelty rather than a meaningful learning tool. This underscores the importance of teacher training and thoughtful curriculum design when implementing AR technologies in educational settings. Overall, the findings from the reviewed research suggest that while AR is not a standalone solution, it serves as a highly effective supplement to traditional vocabulary instruction, particularly when it is carefully integrated into a broader pedagogical framework. Its potential to make learning more immersive, personalized, and contextually meaningful holds promise for enhancing vocabulary development among EFL learners. CONCLUSION This study explored the use of Augmented Reality (AR) as a tool for enhancing vocabulary instruction among EFL learners, drawing on insights from a review of ten academic sources. The literature consistently supports the view that AR can significantly enrich the vocabulary learning process by making it more interactive, engaging, and contextually grounded. By offering learners visual and auditory cues in real-time environments, AR helps bridge the gap between abstract vocabulary and real-world application. The reviewed research also highlights the motivational benefits of AR, noting its ability to increase student interest and encourage active learning. When integrated effectively, AR supports constructivist learning principles, allowing students to build knowledge through exploration and experience rather than passive instruction. These qualities make AR a valuable supplement to traditional teaching methods, especially in EFL contexts where language exposure may be limited. However, successful implementation depends on several factors, including access to technology, teacher preparedness, and alignment with curriculum goals. Without careful planning and pedagogical guidance, AR may fail to deliver its full educational potential. In conclusion, AR presents a promising approach to vocabulary instruction for EFL learners, offering both cognitive and affective benefits. While challenges remain, the technology holds substantial potential when thoughtfully applied, suggesting a need for continued research and innovation in this evolving area of language education.