Bon Eric A. Besonia
College of Education, Northern Iloilo State University, Iloilo 5017, Philippines
Jan Carlo T. Arroyo
College of Information and Computing Studies, Northern Iloilo State University, Iloilo 5017, Philippines
Allemar Jhone P. Delima
College of Information and Computing Studies, Northern Iloilo State University, Iloilo 5017, Philippines
Shiela Mae H. Espora
College of Education, Northern Iloilo State University, Iloilo 5017, Philippines
Rizzamila R. Superio
College of Education, Northern Iloilo State University, Iloilo 5017, Philippines
Marieth Flor M. Bernardez
College of Education, Northern Iloilo State University, Iloilo 5017, Philippines
Mark Ronar G. Galagala
College of Information and Computing Studies, Northern Iloilo State University, Iloilo 5017, Philippines
Jay Ann E. Bales
Office of the Extension Services, Northern Iloilo State University, Iloilo 5017, Philippines
This study investigates the effectiveness of Augmented Reality (AR) in enhancing word recognition among participants at the frustration level. Adopting a one-group pre-test-post-test design, the research involved 223 Grade 7 and Grade 8 learners from a public secondary school in the Philippines. The intervention utilized AR-powered reading books to immerse them in interactive and visually engaging word recognition activities. Results indicate an improvement in the post-test scores after the intervention. A significant difference was also observed between the pre-test and post-test scores. The results highlight the effectiveness of AR technology as a promising pedagogical tool in addressing challenges in word recognition. Future research endeavors should concentrate on addressing the existing gaps in the literature regarding AR interventions aimed at enhancing word recognition skills. It is recommended that such studies adopt longitudinal and comparative methodologies to explore the sustained effects of these interventions over time. Additionally, these studies should aim to identify best practices and uncover potential synergies between AR interventions and other instructional methods. This approach will contribute to a more comprehensive understanding of the effectiveness of AR in educational settings and its integration with traditional and innovative teaching strategies.
Abril, J.G., Acerbo, C.T., Abocejo, F.T., 2022. The Philippine informal reading inventory (Phil-IRI) program: A critical analysis. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal. 5(4), 432–441.
Abry, T., Rimm-Kaufman, S.E., Larsen, R.A., et al., 2013. The influence of fidelity of implementation on teacher–student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology. 51(4), 437–453. DOI: https://doi.org/10.1016/j.jsp.2013.03.001
Alalwan, N., Cheng, L., Al-Samarraie, H., et al., 2020. Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation. 66, 100876. DOI: https://doi.org/10.1016/j.stueduc.2020.100876
Alvarez, J.C., Cuebillas, C.I., Solano, S.B., et al., 2024. Impact of TikTok application to the second language acquisition of grade 10 students. SHS Web Conf. 182, 03002. DOI: https://doi.org/10.1051/shsconf/202418203002
Blomert, L., Froyen, D., 2010. Multi-sensory learning and learning to read. International Journal of Psychophysiology. 77(3), 195–204. DOI: https://doi.org/10.1016/j.ijpsycho.2010.06.025
Cai, S., Liu, E., Shen, Y., et al., 2020. Probability learning in mathematics using augmented reality: Impact on student’s learning gains and attitudes. Interactive Learning Environments. 28(5), 560–573. DOI: https://doi.org/10.1080/10494820.2019.1696839
Carbonell Carrera, C., Bermejo Asensio, L.A., 2017. Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and Geographic Information Science. 44(3), 259–270. DOI: https://doi.org/10.1080/15230406.2016.1145556
Castles, A., Rastle, K., Nation, K., 2018. Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest. 19(1), 5–51. DOI: https://doi.org/10.1177/1529100618772271
Castro-Villarreal, F., Villarreal, V., Sullivan, J.R., 2016. Special education policy and response to intervention: Identifying promises and pitfalls to advance social justice for diverse students. Contemporary School Psychology. 20(1), 10–20. DOI: https://doi.org/10.1007/s40688-015-0077-3
Chen, L., Chen, P., Lin, Z., 2020. Artificial intelligence in education: A review. IEEE Access. 8, 75264–75278. DOI: https://doi.org/10.1109/ACCESS.2020.2988510
Cheng, K.H., 2017. Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology. 33(4). DOI: https://doi.org/10.14742/ajet.2820
Cheng, K.H., Tsai, C.C., 2016. The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning. British Journal of Educational Technology. 47(1), 203–222. DOI: https://doi.org/10.1111/bjet.12228
Childs, E., Mohammad, F., Stevens, L., et al., 2023. An overview of enhancing distance learning through emerging augmented and virtual reality technologies. IEEE Transactions on Visualization and Computer Graphics. 30(8), 4480–4496. DOI: https://doi.org/10.1109/TVCG.2023.3264577
Colclasure, B.C., Marlier, A., Durham, M.F., et al., 2021. Identified challenges from faculty teaching at predominantly undergraduate institutions after abrupt transition to emergency remote teaching during the COVID-19 pandemic. Education Sciences. 11(9), 556. DOI: https://doi.org/10.3390/educsci11090556
Colicol, F.L., Sali-Latif, F.K., 2023. Parental occupation, social class, and school choice in Southern Philippines: Their implications to educational public-private partnership vis-à-vis the K-12 SHS voucher program. International Journal of Learning, Teaching and Educational Research. 22(6), 345–369. DOI: https://doi.org/10.26803/ijlter.22.6.19
Dargan, S., Bansal, S., Kumar, M., et al., 2023. Augmented reality: A comprehensive review. Archives of Computational Methods in Engineering. 30(2), 1057–1080. DOI: https://doi.org/10.1007/s11831-022-09831-7
Datahan, P.J., 2020. School monitoring evaluation and adjustment in public secondary schools: Practices and performance of administrators. Journal of World Englishes and Educational Practices. 2(2), 146–157.
Dawley, L., Dede, C., 2014. Situated learning in virtual worlds and immersive simulations. Handbook of research on educational communications and technology. Springer: New York. pp. 723–734. DOI: https://doi.org/10.1007/978-1-4614-3185-5_58
Desierto, A.J.R., Reciña, A.S.A., Arroyo, J.C.T., et al., 2020. GoonAR: A bilingual children storybook through augmented reality technology using unity with Vuforia framework. International Journal of Advanced Trends in Computer Science and Engineering. 9(3), 3681–3686. DOI: https://doi.org/10.30534/ijatcse/2020/180932020
Ding, S., Liberatore, C., Sonsaat, S., et al., 2019. Golden speaker builder – an interactive tool for pronunciation training. Speech Communication. 115, 51–66. DOI: https://doi.org/10.1016/j.specom.2019.10.005
Dunleavy, M., Dede, C., Mitchell, R., 2009. Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology. 18(1), 7–22. DOI: https://doi.org/10.1007/s10956-008-9119-1
Dunne, C., 2024. Design strategies and dyslexia: Improving the accessibility of course material for third-level students with dyslexia [Master's thesis]. Dublin: Institute of Art, Design + Technology.
Ebadi, S., Ashrafabadi, F., 2022. An exploration into the impact of augmented reality on EFL learners’ Reading comprehension. Education and Information Technologies. 27(7), 9745–9765. DOI: https://doi.org/10.1007/s10639-022-11021-8
Ehri, L.C., Nunes, S.R., Stahl, S.A., et al., 2001. Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. Review of Educational Research. 71(3), 393–447. DOI: https://doi.org/10.3102/00346543071003393
Fabella, M.D.G., Abaoag, N.M., 2023. Intermediate grade school learners’ sex, word recognition, and reading comprehension. World Journal of Advanced Research and Reviews. 20(3), 1346–1356. DOI: https://doi.org/10.30574/wjarr.2023.20.3.2270
Fan, M., Antle, A.N., Warren, J.L., 2020. Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research. 58(6), 1059–1100. DOI: https://doi.org/10.1177/0735633120927489
Fernández-Batanero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J., et al., 2024. Extended reality as an educational resource in the primary school classroom: An interview of drawbacks and opportunities. In Computers. 13(2), 50. DOI: https://doi.org/10.3390/computers13020050
Ferreira, J.M., Moura, G.G., de Melo Mieto, G.S., 2021. Children’s sociability in institutional contexts: Theoretical reflections on cognitive development within peer interactions. Human Arenas. 4(2), 218–238. DOI: https://doi.org/10.1007/s42087-020-00113-x
Figuracion, V.C., Ormilla, R.C.G., 2021. The word reading performance of grade V pupils through a library hour program in Philippines. EDUCATUM Journal of Social Sciences. 7(1), 95–103. DOI: https://doi.org/10.37134/ejoss.vol7.1.10.2021
Georgiou, Y., Kyza, E.A., 2018. Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior. 89, 173–181. DOI: https://doi.org/10.1016/j.chb.2018.08.011
González-Pérez, L.I., Ramírez-Montoya, M.S., 2022. Components of education 4.0 in 21st century skills frameworks: Systematic review. Sustainability. 14(3), 1493. DOI: https://doi.org/10.3390/su14031493
Greenhow, C., Askari, E., 2017. Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies. 22(2), 623–645. DOI: https://doi.org/10.1007/s10639-015-9446-9
Gunn, B., Smolkowski, K., Strycker, L.A., et al., 2021. Measuring explicit instruction using classroom observations of student–teacher interactions (COSTI). Perspectives on Behavior Science. 44(2), 267–283. DOI: https://doi.org/10.1007/s40614-021-00291-1
Hald, L.A., de Nooijer, J., van Gog, T., et al., 2016. Optimizing word learning via links to perceptual and motoric experience. Educational Psychology Review. 28(3), 495–522. DOI: https://doi.org/10.1007/s10648-015-9334-2
Hoover, W.A., Gough, P.B., 1990. The simple view of reading. Reading and Writing. 2(2), 127–160. DOI: https://doi.org/10.1007/BF00401799
Hsu, T.C., 2017. Learning English with augmented reality: Do learning styles matter?. Computers & Education. 106, 137–149. DOI: https://doi.org/10.1016/j.compedu.2016.12.007
Huang, X., Zou, D., Cheng, G., et al., 2021. A systematic review of AR and VR enhanced language learning. Sustainability. 13(9), 4639. DOI: https://doi.org/10.3390/su13094639
Kerawalla, L., Luckin, R., Seljeflot, S., et al., 2006. “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality. 10(3), 163–174. DOI: https://doi.org/10.1007/s10055-006-0036-4
Kesim, M., Ozarslan, Y., 2012. Augmented reality in education: Current technologies and the potential for education. Procedia - Social and Behavioral Sciences. 47, 297–302. DOI: https://doi.org/10.1016/j.sbspro.2012.06.654
Kissling, E.M., 2014. Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research. 19(3), 254–275. DOI: https://doi.org/10.1177/1362168814541735
Klopfer, E., Squire, K., 2008. Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development. 56(2), 203–228. DOI: https://doi.org/10.1007/s11423-007-9037-6
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., et al., 2022. Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences. 12(13), 6809. DOI: https://doi.org/10.3390/app12136809
Leahy, S.M., Holland, C., Ward, F., 2019. The digital frontier: Envisioning future technologies impact on the classroom. Futures. 113, 102422. DOI: https://doi.org/10.1016/j.futures.2019.04.009
Lee, S.M., Park, M., 2020. Reconceptualization of the context in language learning with a location-based AR app. Computer Assisted Language Learning. 33(8), 936–959. DOI: https://doi.org/10.1080/09588221.2019.1602545
Levesque, K.C., Breadmore, H.L., Deacon, S.H., 2021. How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading. 44(1), 10–26. DOI: https://doi.org/10.1111/1467-9817.12313
Liu, H., Chen, X., Liu, X., 2022. Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers in Psychology. 13, 948612. DOI: https://doi.org/10.3389/fpsyg.2022.948612
Loewen, S., Isbell, D.R., 2017. Pronunciation in face-to-face and audio-only synchronous computer-mediated learner interactions. Studies in Second Language Acquisition. 39(2), 225–256. DOI: https://doi.org/10.1017/S0272263116000449
Manire, E., Kilag, O.K., Cordova Jr., N., et al., 2023. Artificial intelligence and English language learning: A systematic review. Excellencia: International Multi-Disciplinary Journal of Education. 1(5), 485–497.
Mayer, R.E., 2017. Using multimedia for e-learning. Journal of Computer Assisted Learning. 33(5), 403–423. DOI: https://doi.org/10.1111/jcal.12197
Mewes, A., Hensen, B., Wacker, F., et al., 2017. Touchless interaction with software in interventional radiology and surgery: A systematic literature review. International Journal of Computer Assisted Radiology and Surgery. 12(2), 291–305. DOI: https://doi.org/10.1007/s11548-016-1480-6
Minaee, S., Boykov, Y., Porikli, F., et al., 2022. Image segmentation using deep learning: A survey. IEEE Transactions on Pattern Analysis and Machine Intelligence. 44(7), 3523–3542. DOI: https://doi.org/10.1109/TPAMI.2021.3059968
Mitterberger, D., Dörfler, K., Sandy, T., et al., 2020. Augmented bricklaying. Construction Robotics. 4(3), 151–161. DOI: https://doi.org/10.1007/s41693-020-00035-8
Mohamed Jamrus, M.H., Razali, A.B., 2021. Acceptance, readiness and intention to use augmented reality (AR) in teaching English reading among secondary school teachers in Malaysia. Asian Journal of University Education. 17(4), 312–326. DOI: https://doi.org/10.24191/ajue.v17i4.16200
Mohammed Ishaque, R.K., 2018. Empowering English speakers through diversification and promotion of world Englishes. Advances in Language and Literary Studies. 9(6), 93. DOI: https://doi.org/10.7575/aiac.alls.v.9n.6p.93
Mohana, M., Valliammal, N., Suvetha, V., et al. (editors), 2023. A study on technology-enhanced mulsemedia learning for enhancing learner’s experience in e-learning. 2023 International Conference on Network, Multimedia and Information Technology (NMITCON); 2023 Sep 1–2; Bengaluru, India. IEEE: New York. DOI: https://doi.org/10.1109/NMITCON58196.2023.10275964
Moreau, L.K., 2014. Who’s really struggling?: Middle school teachers’ perceptions of struggling readers. RMLE Online. 37(10), 1–17. DOI: https://doi.org/10.1080/19404476.2014.11462113
Muluk, S., Habiburrahim, H., Zulfikar, T., et al., 2019. Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia. Higher Education, Skills and Work-Based Learning. 9(3), 445–455. DOI: https://doi.org/10.1108/HESWBL-06-2018-0064
Nation, K., 2019. Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties. 24(1), 47–73. DOI: https://doi.org/10.1080/19404158.2019.1609272
Nehring, D., Brunila, K., 2023. Affective capitalism in academia: Revealing public secrets. Policy Press: Bristol. DOI: https://doi.org/10.51952/9781447357865
OECD, 2019a. PISA 2018 results (Volume I): What students know and can do. DOI: https://doi.org/10.1787/5f07c754-en
OECD, 2019b. PISA 2018 results (Volume II): Where all students can succeed. DOI: https://doi.org/10.1787/b5fd1b8f-en
OECD, 2019c. PISA 2018 results (Volume III): What school life means for students’ lives. DOI: https://doi.org/10.1787/acd78851-en
OECD, 2023a. PISA 2022 results (Volume I): The state of learning and equity in education. DOI: https://doi.org/10.1787/53f23881-en
OECD, 2023b. PISA 2022 results (Volume II): Learning during – and from – disruption. DOI: https://doi.org/10.1787/a97db61c-en
Onatsu-Arvilommi, T., Nurmi, J.-E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology. 92(3), 478–491. DOI: https://doi.org/10.1037/0022-0663.92.3.478
Pace Miles, K., Lauterbach, M.D., Murano, D.M., et al., 2019. Reading rescue: A follow-up on effectiveness of an intervention for struggling readers. The Journal of Educational Research. 112(2), 255–269. DOI: https://doi.org/10.1080/00220671.2018.1514358
Poskiparta, E., Niemi, P., Lepola, J., et al., 2003. Motivational-emotional vulnerability and difficulties in learning to read and spell. British Journal of Educational Psychology. 73(2), 187–206. DOI: https://doi.org/10.1348/00070990360626930
Radu, I., 2014. Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing. 18(6), 1533–1543. DOI: https://doi.org/10.1007/s00779-013-0747-y
Retelsdorf, J., Köller, O., Möller, J., 2014. Reading achievement and reading self-concept – Testing the reciprocal effects model. Learning and Instruction. 29, 21–30. DOI: https://doi.org/10.1016/j.learninstruc.2013.07.004
Rogerson-Revell, P.M., 2021. Computer-assisted pronunciation training (CAPT): Current issues and future directions. RELC Journal. 52(1), 189–205. DOI: https://doi.org/10.1177/0033688220977406
Rolf, K.R., Slocum, T.A., 2021. Features of direct instruction: Interactive lessons. Behavior Analysis in Practice. 14(3), 793–801. DOI: https://doi.org/10.1007/s40617-021-00613-4
Romano, M., Díaz, P., Aedo, I., 2023. Empowering teachers to create augmented reality experiences: the effects on the educational experience. Interactive Learning Environments. 31(3), 1546–1563. DOI: https://doi.org/10.1080/10494820.2020.1851727
Safar, A.H., Al-Jafar, A.A., Al-Yousefi, Z.H., 2017. The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. Eurasia Journal of Mathematics, Science and Technology Education. 13(2), 417–440. DOI: https://doi.org/10.12973/eurasia.2017.00624a
Sagin Simsek, C.S., 2008. Students’ attitudes towards integration of ICTs in a reading course: A case in Turkey. Computers & Education. 51(1), 200–211. DOI: https://doi.org/10.1016/j.compedu.2007.05.002
Saito, K., 2013. Reexamining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition. 35(1), 1–29. DOI: https://doi.org/10.1017/S0272263112000666
Salvetti, F., Bertagni, B., 2019. Virtual worlds and augmented reality: The enhanced reality lab as a best practice for advanced simulation and immersive learning. Form@re - Open Journal per La Formazione in Rete. 19(1), 242–255. DOI: https://doi.org/10.13128/formare-24796
Scarparolo, G.E., Hammond, L.S., 2018. The effect of a professional development model on early childhood educators’ direct teaching of beginning reading. Professional Development in Education. 44(4), 492–506. DOI: https://doi.org/10.1080/19415257.2017.1372303
Schlesinger, N.W., Gray, S., 2017. The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia. 67(3), 219–258. DOI: https://doi.org/10.1007/s11881-017-0140-z
Schmitt, N., Schmitt, D., 2014. A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching. 47(4), 484–503. DOI: https://doi.org/10.1017/S0261444812000018
Şimşek, B., Direkçi, B., 2023. The effects of augmented reality storybooks on student’s reading comprehension. British Journal of Educational Technology. 54(3), 754–772. DOI: https://doi.org/10.1111/bjet.13293
Squire, K.D., Jan, M., 2007. Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology. 16(1), 5–29. DOI: https://doi.org/10.1007/s10956-006-9037-z
Steen-Utheim, A.T., Foldnes, N., 2018. A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education. 23(3), 307–324. DOI: https://doi.org/10.1080/13562517.2017.1379481
Stevani, M., Tarigan, K.E., 2022. Need analysis of dyslexia students in English reading comprehension instructions. Journal of English Education and Linguistics Studies. 9(2), 327–352. DOI: https://doi.org/10.30762/jeels.v9i2.520
Sungkur, R.K., Panchoo, A., Bhoyroo, N.K., 2016. Augmented reality, the future of contextual mobile learning. Interactive Technology and Smart Education. 13(2), 123–146. DOI: https://doi.org/10.1108/ITSE-07-2015-0017
Tigra Live Animations, 2017. Hippo Magic (Version 5.0.2) [Mobile app]. Google Play Store. Available online: https://play.google.com/store/apps/details?id=org.liveanimations.hippomagic&hl=en&gl=US
Tobar-Muñoz, H., Baldiris, S., Fabregat, R., 2017. Augmented reality game-based learning: Enriching students’ experience during reading comprehension activities. Journal of Educational Computing Research. 55(7), 901–936. DOI: https://doi.org/10.1177/0735633116689789
Torgesen, J.K., 2002. The prevention of reading difficulties. Journal of School Psychology. 40(1), 7–26. DOI: https://doi.org/10.1016/S0022-4405(01)00092-9
Tunmer, W.E., Hoover, W.A., 2019. The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties. 24(1), 75–93. DOI: https://doi.org/10.1080/19404158.2019.1614081
Tzima, S., Styliaras, G., Bassounas, A., 2019. Augmented reality applications in education: Teachers point of view. Education Sciences. 9(2), 99. DOI: https://doi.org/10.3390/educsci9020099
Uz Bilgin, C., Tokel, S.T., 2018. Facilitating contextual vocabulary learning in a mobile-supported situated learning environment. Journal of Educational Computing Research. 57(4), 930–953. DOI: https://doi.org/10.1177/0735633118779397
Vate-U-Lan, P. (editor), 2012. An augmented reality 3D pop-up book: The development of a multimedia project for English language teaching. 2012 IEEE International Conference on Multimedia and Expo; 2012 Jul 9–13; Melbourne, VIC, Australia. IEEE: New York. p. 890–895. DOI: https://doi.org/10.1109/ICME.2012.79
Vellutino, F.R., Tunmer, W.E., Jaccard, J.J., et al., 2007. Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading. 11(1), 3–32. DOI: https://doi.org/10.1080/10888430709336632
Venäläinen, J., 2023. 10: Getting texts done: Affective rhythms of reading in quantified academia. Affective capitalism in academia. Policy Press: Bristol. pp. 196–215. DOI: https://doi.org/10.51952/9781447357865.ch010
Wallace, R.M., 2003. Online learning in higher education: A review of research on interactions among teachers and students. Education, Communication & Information. 3(2), 241–280. DOI: https://doi.org/10.1080/14636310303143
Weerasinghe, M., Biener, V., Grubert, J., et al., 2022. VocabulARy: Learning vocabulary in AR supported by keyword visualisations. IEEE Transactions on Visualization and Computer Graphics. 28(11), 3748–3758. DOI: https://doi.org/10.1109/TVCG.2022.3203116
Wilson, K., 2016. Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity. 22, 256–265. DOI: https://doi.org/10.1016/j.tsc.2016.10.002
Wu, H.K., Lee, S.W.Y., Chang, H.Y., et al., 2013. Current status, opportunities and challenges of augmented reality in education. Computers & Education. 62, 41–49. DOI: https://doi.org/10.1016/j.compedu.2012.10.024
Wu, Q., 2015. Designing a smartphone app to teach English (L2) vocabulary. Computers & Education. 85, 170–179. DOI: https://doi.org/10.1016/j.compedu.2015.02.013
Yang, G., Badri, M., Al Rashedi, A., et al., 2018. The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: A preliminary examination of fourth graders in Abu Dhabi. Large-Scale Assessments in Education. 6(1), 10. DOI: https://doi.org/10.1186/s40536-018-0063-0
Zhao, Y., Zheng, Z., Pan, C., et al., 2021. Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in Psychology. 12, 690828. DOI: https://doi.org/10.3389/fpsyg.2021.690828
Zhou, Y., Wei, M., 2018. Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching. 8(2), 471–495. DOI: https://doi.org/10.14746/ssllt.2018.8.2.13
Copyright © 2024 Bon Eric A. Besonia, Jan Carlo T. Arroyo, Allemar Jhone P. Delima, Shiela Mae H. Espora, Rizzamila R. Superio, Marieth Flor M. Bernardez, Mark Ronar G. Galagala, Jay Ann E. Bales
This is an open access article under the Creative Commons Attribution 4.0 International License.
