Augmented Reality and Inferential Comprehension in Advanced EFL Learners: Disfluency, Metacognitive Reflection, and Productive Struggle

Augmented Reality (AR) continues to generate interest as a pedagogical tool in contexts where English is a Foreign Language (EFL). However, its role in developing higher-order cognitive skills, such as inferencing, remains underexplored. This exploratory, mixed-methods study investigates whether AR can scaffold inference-making in advanced EFL learners. Forty-seven university students in XX were assigned to either a control group (CG) or an experimental group (EG). Both groups read Edgar Allan Poe’s “The Tell-Tale Heart” in digital format. The CG received a conventional inference-based comprehension lesson, while the EG engaged with two interactive AR scenes developed using the Onirix Studio platform. Pre- and post-tests assessed inferential comprehension, and qualitative data were gathered through open-ended responses. While the CG demonstrated modest post-test gains and the EG showed a slight decline, neither change reached statistical significance. Notably, qualitative findings revealed that a salient AR element—a ticking clock—likely prompted misinterpretation in the EG, disrupting symbolic reasoning and contributing to schema misalignment. However, some learners exhibited metacognitive insight suggestive of productive struggle. These results suggest that AR may hold untapped potential for developing metacognitive reflection and critical literacy. Directions for future research are outlined.