Augmented reality for ESL/EFL and bilingual education: an international comparison



Palabras clave:

Educational technology, bilingual education, teacher training, augmented reality


In recent decades, educational technologies have enabled new opportunities
for teaching and learning on a recurrent basis. In contemporary educational
contexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significant
breakthrough in education. Among emergent educational technologies, it is
interesting to specifically highlight the current importance of Augmented Reality
(AR), which allows overlaying of virtual objects (that is, ‘augmented’ elements)
into the real world. This paper, after exploring the potential of AR in education, is
aimed at comparing pre-service English as a Second Language (ESL), English as
a Foreign Language (EFL) and Bilingual Education (BE) teachers’ perceptions,
uses and preferences (n = 53) from two universities (Texas Woman’s University,
USA, and University of Córdoba, Spain) regarding the use of AR, and analyze
whether there are similarities and/or differences based on sociocultural context,
approaches to education or teacher practices. The findings reveal the positive
attitudes towards integrating AR in ESL/EFL and bilingual contexts of the
participants of the two institutions. The most noted advantages of AR are that
it enhances classroom engagement and its focus is different from traditional
teaching methods, increasing student motivation and facilitating their learning
processes. Some reported challenges imposed by AR are that access to mobile
devices is limiting, the cost of technology, technical issues and the necessity
for specialized teacher training. We also found other challenges and numerous
advantages of AR usage in ESL/EFL and bilingual contexts, which are discussed
thoroughly. Finally, current needs in the field are identified and suggestions are
offered for further research in AR for ESL/EFL and BE.


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Biografía del autor/a

Cristina A. Huertas-Abril, Universidad de Córdoba, España

Profesora Titular de Universidad

Departamento de Filologías Inglesa y Alemana, Facultad de Ciencias de la Educación, Universidad de Córdoba

Jorge F. Figueroa-Flores, Texas Woman's University, Estados Unidos

Associate Professor at Texas Woman’s University (Texas, USA) Department of Teacher Education, College of Professional Education. His research focuses on Computer Assisted Language Learning (CALL), Emerging Technologies in Education, Bilingual Education, English as a Second Language, Teacher Training, Culturally Relevant Education and Critical Pedagogy.

María Elena Gómez-Parra, Universidad de Córdoba, España

Associate Professor (Profesora Titular de Universidad) at the University of Córdoba (Spain). Department of English and German Studies, Faculty of Education. Her research focuses on Computer Assisted Language Learning (CALL), Bilingual Education, Intercultural Education and Teacher Training.

Emarely Rosa-Dávila, Texas Woman's University, Estados Unidos

Assistant Professor at Texas Woman’s University (Texas, USA) Department of Social Work, College of Arts and Sciences. Her research focuses on Community Mental Health, Diversity Education, Microaggressions and Mental Health, Culturally Competent Practice and Virtual Simulated Training.

Lisa F. Huffman, Texas Woman's University, Estados Unidos

Dean and Professor at Texas Woman’s University (Texas, USA), College of Professional Education. Her research is currently focused in the use of emerging technology in education, teacher training, and use of cognitive strategies to improve learning.


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