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ABSTRACT

This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group (CG). The EG engaged in AR-based activities, while the CG used traditional handbook activities. The study’s objectives included evaluating the effectiveness of AR in enhancing learning outcomes and examining student attitudes toward AR. A quasi-experimental design was employed, incorporating pre- and post-tests and surveys. Results indicated that the EG showed significantly better retention and understanding of English vocabulary and content compared to the CG, suggesting that AR can enhance educational outcomes. Additionally, students in the EG reported higher levels of engagement and motivation, highlighting AR’s potential to improve student attitudes towards learning. These findings suggest that integrating AR into CLIL settings can provide substantial educational benefits, warranting further exploration and implementation in diverse educational contexts.

Keywords: augmented reality, CLIL, vocabulary acquisition, secondary education, educational technology