Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

Abstract

This study aimed at investigating the effect of Augmented Reality (AR) on college-level EFL students’ reading comprehension, self-efficacy, autonomy and attitudes. It also examined the relationships between self-efficacy, autonomy and attitudes. The sample consisted of (59) male students: an experimental group (n=30) and a control group (n=29), studying English for Academic Purposes at Taif University, Saudi Arabia. The study employed the quasi-experimental approach using a pre-post, nonequivalent control group design. A reading comprehension test, a self-efficacy scale, an autonomy scale and a questionnaire for attitudes were designed to gather the data. The findings indicated that there was a significant difference between the two groups in the reading comprehension post-test in favor of the experimental group. Also, there was a statistically significant difference between the mean score of the pre and post administration of the self-efficacy scale in favor of the post administration. Besides, there was a statistically significant difference between the mean score of the pre and post administration of the autonomy scale in favor of the post administration. The results of one-sample T Test showed that all attitudes items were statistically significant and the grand mean score was statistically significant which indicated that students had positive attitudes towards using Augmented Reality in language learning. Finally, positive significant relationships between students’ self-efficacy, autonomy and attitudes were found.