Synthesizing the use of augmented reality in technology-enhanced language learning contexts: A 15-year systematic review

The rise of Augmented Reality (AR) has provided second language (L2) educators and learners with new pathways for teaching and learning, leading researchers to investigate its impact in the field of technology-enhanced language learning (TELL). The current study adopted a systematic review methodology to synthesize AR research in TELL contexts in terms of educational technology features and language acquisition results. Three academic databases (i.e., Web of Science, Scopus, and ScienceDirect) were accessed, and two predefined sets of search terms about AR and language learning, respectively, were used to retrieve relevant studies for this review. Following the screening with a predetermined set of inclusion criteria, 42 empirical articles published in the Social Science Citation Index (SSCI) or Arts and Humanities Citation Index (AHCI) journals in the past 15 years were identified. The included studies were then systematically analyzed using a coding scheme developed in this review, and the results were presented under the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Major findings revealed that: (1) Handheld displays or smartphones were the most popular devices for enabling image or marker-based AR technology via various software, and such applications are frequently used for AR-enhanced content presentation, AR gaming, and AR-integrated learning tutorial in support of L2 learning. (2) The majority of the reviewed studies showed promising outcomes of AR use in TELL contexts, with improved vocabulary acquisition being the most frequently reported benefit, whereas several aspects of language acquisition remained under-explored. Based on the review results, several suggestions for applying AR in L2 education are discussed to help TELL educators with their future practices.