GENERAL INFORMATION

 

PROGRAMME: Transforming primary school students’ English as a Foreign Language Learning (EFL) with augmented reality (AR)
ACRONYM:AR4EFL
PROJECT NUMBER: 2020-1-UK01-KA226-SCH-094466
DURATION: 01/06/2021 – 31/05/2023

This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 

 

 

PROGRAMME: Transforming primary school students’ English as a Foreign Language Learning (EFL) with augmented reality (AR)
ACRONYM: AR4EFL
PROJECT NUMBER: 2020-1-UK01-KA226-SCH-094466

PROJECT’S WEBSITE
NEWSLETTERS

Summary:

For teachers, the COVID-19 Pandemic has become a great challenge, for which there is no preconfigured playbook that can guide appropriate responses. The crisis has, among other things, demonstrated the complexity of keeping young primary school students attentive to the online explanations of teachers, which is one of the main problems that teachers have encountered in their improvised online classes, as maintaining attention and motivation can be even more challenging when using new methodologies for blended, and distance learning, as the COVID19 breakout dictates.
Additionally, when it comes to second language teaching the obstacles might be even greater, as language acquisition in all its contexts, and especially in second language acquisition, is a complex process that can only become effective if the appropriate methods for total immersion of students in the natural language environment are created. The learning process that we typically find in the classroom, either that is based on traditional translation-based methods or more interactive everyday dialogues and material, still cannot be compared to the real experience that the students can have nowadays with the use of technology.
Augmented Reality(AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer-generated information to it” [Carmigniani & Furht, 2011.]. A number of studies have uncovered its potential in language learning, as well as in increasing motivation among college students learning English (Li and Chen, 2014; Lu, Lou, Papa & Chung, 2011). Through its ability to use add-on digital assets to explore and expand scenes and locales from the real world, there is an obvious connection between AR and current theories of second language acquisition which emphasize localized, contextual learning and meaningful connections to the real world.
Also, using AR through mobile technologies facilities social interactivity, enabling interaction and collaborative learning, the benefits of which for second language acquisition have long been recognised (Chapelle, 2001). However, despite the fact that Several studies published in the last four years have shown that AR enhances learning and classroom interactions, helps students maintain positive attitude to learning, enhances collaboration, and motivates students to do better, so far its use in language classrooms has been limited.
In primary education, as our observation based on the needs analysis we have implemented, the majority of students are required to learn English in the vast majority of EU Member States. Indeed, learning English is mandatory both within the education curriculum in several Member States but is also a requirement in finding a job, and so a number of them have almost 100 % of pupils learning this language already in primary education (https://ec.europa.eu/eurostat/statistics-explained/pdfscache/1151.pdf). With the target group being primary school teachers, and our main informants highlighting the existence of this need in our needs analysis, we propose the use of tools that help to engage students, and that have also been shown to improve learning and can be used ubiquitously through mobile devices in non-formal learning environments, outside the school. Thus, with this project we aim to train school teachers to use AR when teaching English as a foreign language to young students, who are also the final beneficiaries of the project.
Objectives

  • To create a realistic learning environment for learners of a second language so as to motivate them to learn
  • Design, test and publish an innovative educational package based on AR technology for primary school teachers that will guide and support their English (or any other) as second language teaching
  • To provide quality training to primary school teachers on how to utilise the innovative educational package in traditional or virtual/online classroom.
PROJECT’S WEBSITE

Duration

  • Start Date: 01/06/2021

  • End Date: 31/05/2023

Partners

  • EUROSPEAK LANGUAGE SCHOOLS LTD – UK

  • STANDO LTD – Cyprus

  • E-SCHOOL EDUCATIONAL GROUP – Greece

  • ASSOCIACIO EDUCATIVA I CULTURAL BLUE BEEHIVE – SPAIN

  • LEARNMERA OY – FINLAND

  • CONLAN SCHOOL LIMITED – UK

Newsletters

1st

2nd

3rd

4th

Project Updates

3rd Newsletter of AR4EFL project

July 14th, 2022|

The 3rd Newsletter of AR4EFL project is now released! Check it out to find out more about the use of AR in the English Language Lesson and keep up with the Project's progress! [...]

The 1st LTTA of AR4EFL project in Cyprus

July 13th, 2022|

The 1st LTTA of AR4EFL project was held in Nicosia, Cyprus during 11 to 13 of July, 2022.During this 3-day training activity the participants were trained on the project's developed materials and given the [...]

The brochure for the 1st LTTA of AR4EFL project

July 8th, 2022|

As the AR4EFL project's Train-the-Trainers workshop approaches, the project partners have created the program's brochure! Take a look if you wish to get more information for the upcoming Train-the-Trainers workshop! Project [...]