On the Comparative Impacts of Virtual Reality and Augmented Reality: EFL Learners’ Listening and Speaking Skills in Focus

800x600 Normal 0 false false false EN-US X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri",sans-serif; mso-bidi-font-family:Arial;} The emergence of new technologies has urged researchers to investigate their efficiency in English language teaching classes. The current study compared the effects of Augmented Reality (AR) and Virtual Reality (VR) on EFL learners’ listening and speaking skills. The participants were 30 intermediate male and female learners assigned to AR-aided and VR-aided groups (n1=n2-15). They were homogeneous in general proficiency, listening, and speaking skills according to the results obtained from an IELTS at the onset of the study. The participants were exposed to 12 videos in AR and VR environments, followed by class discussions during the treatment. The videos had various topics to encourage learners to participate in classroom activities. Paired samples t-tests performed on each group’s listening and speaking pretests and posttests showed statistically significant differences, indicating the usefulness of AR and VR technologies in promoting the skills. However, Multivariate Analysis of Variance (MANOVA) showed no significant differences between the listening and speaking of the AR-aided and VR-aided groups, indicating that both technologies similarly impacted the participants’ oral communication skills. The study can give insights into technology integration to teachers, program developers, and administrators who search for innovations in L2 teaching.