The effects of augmented reality activities in different instruction environments in language learning course

This study aims to investigate the effects of augmented reality activities in both traditional and flipped learning method classroom environments and compare the efficacy of these activities in the context of English phrasal verbs. For this purpose, the study was carried out within the scope of a college of foreign language English language preparation course, and the students' academic achievements, motivation and use of learning strategies were examined. In addition, the opinions of the course lecturer and students on augmented reality, augmented reality activity experiences, and expectations of the future of augmented reality were all examined within the scope of the research. A mixed-method approach was used with a quasi-experimental research design in the study, which includes a pre-test, a post-test, and a control group. The research study group consists of 61 students from the College of Foreign Languages' English preparatory course. The research was carried out within the English language preparatory course scope in the context of phrasal verbs in the fall semester of the 2019-2020 academic year. There were two experimental research groups, one of which followed the traditional classroom instruction plan, and the other followed the flipped learning method instruction plan. The control group followed the standard curriculum, using existing classroom technology. Both experimental research groups performed the same augmented reality activities throughout the research process. Descriptive statistics, one-way Analysis of Variance (ANOVA), repeated measure variance analysis, and the Kruskal-Wallis test were all used to analyse the study's quantitative data. In addition, descriptive analysis was performed on the qualitative data. As shown by the study results, the students' academic achievement scores in the experimental groups increased more than the control group students, who only followed the curriculum. However, at the end of the experimental process, it was concluded that there were no significant differences between the students' pre-test and post-test motivational belief and learning strategy scores. Furthermore, when the findings obtained from the semi-structured interviews were examined, the course lecturer and students from the experimental research groups generally stated that augmented reality activities could increase lesson success and motivation. Lastly, several suggestions were made based on the results of the study.