Augmented Reality in EFL Education: Transforming High School Student Achievement Through Interactive Learning Tools

This study explored the effectiveness of a proposed augmented reality (AR)-based teaching program on English language learning, utilizing a quasi-experimental pre-test and post-test design. The study found a statistically significant difference at the level of p = 0.05 between the mean scores of the students in the experimental and control groups on the achievement test in favor of the experimental group. The results demonstrated that AR activities enriched learning through multimodal representations, fostering greater cognitive engagement and language achievement in line with multimodality and constructivist theories. AR facilitated authentic, interactive, and inquiry-based learning experiences, providing learners with real-world applications of language skills and overcoming traditional classroom limitations of time and space. These findings align with prior research, confirming AR’s potential to enhance academic achievement through its innovative and interactive approach. The study recommends integrating AR-based activities into English language curricula and developing educational AR programs to inspire learner motivation and achievement. Professional development programs should train teachers to utilize AR effectively, while educational policies should support broader access to technology in classrooms. Future research is encouraged to explore learners’ qualitative experiences with AR, to investigate its use in addressing digital inequities, and to assess its long-term educational impact.