A cross-cultural study of the usability of AR technology: insights of pre-service EFL teachers from Poland and Türkiye

OpenAlex · English

Purpose Facing the evolving needs and expectations of learners, educators are continually exploring new ways to optimize the learning process. One promising approach to enhancing engagement and maximizing learning outcomes is the integration of modern technologies, such as Augmented Reality (AR). This study examines the implementation of AR technology in teaching materials evaluation and its impact on the practices, and outcomes of pre-service English as foreign language (EFL) teachers. Additionally, it explores how cultural contexts influence the adoption and effectiveness of AR-enhanced materials in language education, comparing Poland and Türkiye.Design/methodology/approach To achieve the research objectives, grounded in a phenomenological and cross-cultural study, 11 pre-service EFL teachers from both Poland and Türkiye used the AR-enhanced material for 30 minutes. To achieve the research objectives, we employed a qualitative methodology, conducting structured interviews with 11 participants using focus groups after their engagement with the material. This approach allowed participants to share their experiences and perceptions of using AR-enhanced materials.Findings The study highlights both the necessity of context-sensitive approaches to AR integration in teacher education and language learning and the significance of AR-enhanced teaching materials as a potential solution to the evolving expectations of diverse learner groups.Originality/value The findings contribute to the ongoing discourse on the role of modern technology in education, offering insights into the potential of AR in teaching. Furthermore, the study highlights varying attitudes toward AR technology across different cultural contexts.