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Universiteti xabarnomasi13-6-PBUser Testing.
The user testing aimed to evaluate the
effectiveness of the AR application in enhancing English language
learning. The user testing involved 30 participants, aged 18-30, who
were non-native English speakers. The participants were recruited
from a local language school and were randomly assigned to two
groups: the experimental group and the control group. The
experimental group used the AR application for learning English
vocabulary, pronunciation, and grammar, while the control group
used traditional learning methods, such as textbooks, audio
recordings, and classroom lectures. Both groups received the same
amount of learning material and were given a pre-test and post-test
to assess their language proficiency. The pre-test and post-test
consisted of multiple-choice questions on English vocabulary,
pronunciation, and grammar. The test questions were designed to
assess the learners' proficiency in the English language and compare
the effectiveness of the AR application with traditional learning
methods.
Data Analysis.
The data collected from the pre-test and post-
test were analyzed using descriptive statistics, such as mean and
standard deviation, and inferential statistics, such as t-tests and
ANOVA. The data analysis aimed to compare the language proficiency
of the experimental group and the control group and assess the
effectiveness of the AR application in enhancing English language
learning. The data analysis also aimed to identify the strengths and
weaknesses of the AR application and provide recommendations for
future development. The results of the data analysis were presented
in the results section of the article, along with tables and graphs to
illustrate the findings.
Results.
The study aimed to investigate the effectiveness of
using augmented reality (AR) in learning English as a second language.
The study employed a quasi-experimental design with pre- and post-
tests to compare the English language proficiency of a control group
and an experimental group that used an AR application. The results of
the study indicated that the experimental group, who used the AR
application, showed a statistically significant improvement in their
English language proficiency compared to the control group, who
used traditional learning methods. The mean score of the
experimental group increased from 50% to 80%, while the mean score
of the control group increased from 50% to 60%. These results suggest
that AR can be an effective tool in enhancing language learning. In
addition, the study found that the AR application was particularly
effective in enhancing English vocabulary learning and pronunciation
learning. The speech recognition technology incorporated in the AR
application provided learners with immediate feedback on their
pronunciation, enabling them to improve their pronunciation skills
rapidly. These findings support previous research on the effectiveness
of AR in language learning, particularly in enhancing pronunciation
skills. However, the study also identified some weaknesses of the AR
application, such as limited feedback on grammar and writing skills,
and the need for a stable internet connection to access the AR
content. These limitations suggest the need for further research and
development to address these issues and enhance the effectiveness
of AR in language learning. The study's findings support the potential
of AR in enhancing traditional learning methods and providing
learners with real-world context. AR can provide learners with
immediate feedback and an engaging and practical way to practice
their language skills. However, further research and development are
needed to address the limitations of AR technology and enhance its
effectiveness in language learning. Another important finding of the
study is that the experimental group exhibited a higher level of
engagement and motivation compared to the control group.
The researchers developed Kartoon3D to facilitate children's
learning processes by teaching letters, words, numbers and
mathematical equations in three languages - Turkish, English and
Dutch. This application has not been tested with children. AR can also
be used to teach spatial geometry concepts to preschoolers. Another
useful AR app is the Mondly AR app. In this application, a model of an
artificial teacher appears in the real world and helps you learn a
language. (Figure 1)
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