Universiteti xabarnomasi

User 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)