USING AR FOR TEACHING ACTION VERBS AND REAL-LIFE COMMUNICATION SKILLS
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Abstract
Augmented Reality (AR) has emerged as a transformative technology in language education, offering immersive and interactive environments that bridge the gap between classroom instruction and real-world communication. This article examines the pedagogical potential of AR for teaching action verbs and enhancing communicative competence in English as a Second Language (ESL) classrooms. Drawing on established theories in second language acquisition (SLA), including Krashen’s Input Hypothesis and communicative language teaching (CLT), as well as recent empirical studies in Computer-Assisted Language Learning (CALL), the paper argues that AR facilitates contextualized vocabulary learning and meaningful language use. Practical classroom applications, such as AR-based simulations, role-plays, and task-based activities, are discussed in detail. The article concludes that AR significantly improves learner engagement, retention, and speaking fluency when integrated with sound pedagogical principles.
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References
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