Engagement with AR-Enhanced Language Learning: Linking Digital Innovation to National Educational Reform Goals

Abstract Augmented Reality (AR) has emerged as a promising tool for enhancing engagement and interactivity in second language learning. Yet, empirical evidence on how learners actually engage with AR-based tasks and how such engagement fosters meaningful language development remains limited. This qualitative case study explores university students’ experiences with an AR-enhanced English learning environment, focusing on the mechanisms that promote sustained engagement and self-directed learning. Data were collected through semi-structured interviews and classroom observations during a twelve-week course integrating AR activities for vocabulary, pronunciation, and communicative practice. Thematic analysis revealed three key engagement patterns: (1) contextualized interaction, where students connected linguistic input to real-world contexts through multimodal prompts; (2) iterative self-correction, as learners used visual and auditory feedback to refine pronunciation and meaning; and (3) motivational persistence, with gamified and immersive elements that maintained interest beyond traditional task completion. However, learners also highlighted cognitive overload and technical barriers as potential drawbacks. Overall, AR served not as a novelty but as a scaffold that supported deeper cognitive engagement and autonomy when pedagogically integrated. The study concludes with recommendations for designing balanced AR-supported environments that align technological features with language learning outcomes and calls for longitudinal research to examine the durability of such engagement effects.