Augmented Reality in English Language Teaching: A Literature Review on Catering to Diverse Learning Styles
DOI:
https://doi.org/10.54855/ijte.25514Keywords:
Augmented Reality (AR), English Language Teaching (ELT), Diverse Learning Styles, Learner Needs, Inclusive DesignAbstract
In contemporary educational contexts, the application of Augmented Reality (AR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of AR in accommodating diverse learning styles and individual learner needs within ELT. AR's multisensory features cater effectively to visual, auditory, and kinesthetic learners, enhancing engagement and motivation while promoting inclusivity. For visual learners, AR offers interactive visuals and 3D models; auditory learners benefit from pronunciation guides and immersive dialogues, while kinesthetic learners engage through hands-on interaction with virtual elements. The analysis, grounded in the Universal Design for Learning (UDL) framework, highlights AR's potential in providing equitable learning opportunities. This review synthesizes current research and intends to offer insights to educators and developers who want to utilize Augmented Reality to design language learning experiences that are effective, engaging, successful, and inclusive. It synthesizes current research findings to achieve this goal.
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