Exploring teachers' and students' acceptance of augmented reality as a teaching/learning object in the ESL classroom in selected primary schools in Kuwait

Abstract

One of the main barriers that hinder effective ESL teaching and learning process is lack of motivation among teachers and students. The present study was carried out to explore the potentials of Augmented Reality (AR) applications on teaching and learning ESL. The main purpose of this study was to examine the AR acceptance of teachers and students in the ESL primary school setting. The acceptance was examined in relation to perceived usefulness and ease of use among teachers based on the Theory of Acceptance Model (TAM) framework. Secondly, the investigation has also gained insights into the motivation from both teachers and students based on the framework of ARCS model and engagement. The third purpose was to comprehend how teachers could implement their teaching while implementing AR in the ESL primary classrooms. The researcher has also attempted to propose a model of teaching and learning experience from the process of integrating AR-based tools into ESL learning. Other theories such as the Constructivist Learning Theory (CLT), Situated Learning Theory (SLT), and the aspect of Inner Speech via al-Mahdi's and Vygotsky's approach were adopted to underpin the research. Prior to the study, the researcher created a module by providing a training for the teachers using Gagne's nine events of instructions as the guidelines. The study was designed from a standpoint of a case study via qualitative approach through individual face to face interviews with two ESL teachers and 8 students from two selected primary schools in Kuwait. Two observations for each school were also carried out. The results revealed the following: (1) teachers and students of AR classroom context have perceived acceptance not only from usefulness and ease of use but also the willingness to use AR in the future; (2) students' engagement has been materialised from their enjoyment and interest; (3) the efficacy and practicality of the AR model framework incorporating the TAM, CL T, SL T, ARCS, and inner speech were materialised. This study has contributed to TAM with effectiveness as an additional factor. The study has also contributed to the practical importance of the designed module with strategic pedagogical approach which was used to ensure the success of the AR lessons. Finally, the Vygotskian and al-Mahdi's Islamic views on the functionality of inner speech in student learning were discussed.