CALL_final.xlsx

Augmented reality (AR) is increasingly recognized for its potential to enhance second language learning, especially vocabulary development in young learners, but comprehensive studies in this area are limited. This study compared the effectiveness of picture-based instruction (PI) and augmented reality-based instruction (ARI) in teaching receptive vocabulary skills to Korean-speaking children. In the experiment with 58 children, the ARI group used an AR application with embedded target words, while the PI group learned through picture activities and a control group received business-as-usual classroom instruction. The results showed significant vocabulary gains in both the PI and ARI groups compared to the control group, but no significant difference between PI and ARI.