The University of Tehran Journal of Foreign Language Research 2588-4123 14 1 2024 05 21 The effect of virtual reality (VR)- and augmented reality (AR)-based language instruction on high school EFL learners’ receptive and productive English vocabulary recall The effect of virtual reality (VR)- and augmented reality (AR)-based language instruction on high school EFL learners’ receptive and productive English vocabulary recall 15 32 97181 10.22059/jflr.2024.367480.1079 FA Amir Soleimani Department of English, Applied Linguistics, University of Maragheh, Maragheh, Iran, Farhad Mazlum Department of English, Applied Linguistics, University of Maragheh, Maragheh, Iran, Mostafa Janebi Enayat Department of English, Applied Linguistics, University of Maragheh, Maragheh, Iran, Journal Article 2023 11 02 Technology-assisted education is becoming increasingly popular due to its contribution to more efficient learning. As regards foreign language education, the use of new technologies to help language learners has attracted great interest from researchers and classroom teachers. Two such technologies are Virtual Reality and Augmented Reality. The current study aims at investigating the effects of using Virtual and Augmented Reality on Iranian English learners’ vocabulary recall followed by an examination of learners’ views concerning the new experience. To this end, 48 high school students in East Azerbaijan were divided to two experimental (Virtual and Augmented) groups and a control group. After an eight-week treatment program, two posttests with multiple choice and completion tasks were given to measure students’ receptive and productive vocabulary recall. ANOVA and thematic content analysis were used to analyze quantitative and qualitative data respectively. Results suggested that Virtual Reality and Augmented Reality have statistically significant effects on students’ receptive vocabulary recall; for productive vocabulary recall, such positive effects were observed with Augmented Reality group only. Students’ lived experiences of the new program were categorized under four major opportunities and one challenge. Findings are used to argue for integration of technological tools and language education followed by a discussion of the implications of the study for teachers, material and curricula designers. Technology-assisted education is becoming increasingly popular due to its contribution to more efficient learning. As regards foreign language education, the use of new technologies to help language learners has attracted great interest from researchers and classroom teachers. Two such technologies are Virtual Reality and Augmented Reality. The current study aims at investigating the effects of using Virtual and Augmented Reality on Iranian English learners’ vocabulary recall followed by an examination of learners’ views concerning the new experience. To this end, 48 high school students in East Azerbaijan were divided to two experimental (Virtual and Augmented) groups and a control group. After an eight-week treatment program, two posttests with multiple choice and completion tasks were given to measure students’ receptive and productive vocabulary recall. ANOVA and thematic content analysis were used to analyze quantitative and qualitative data respectively. Results suggested that Virtual Reality and Augmented Reality have statistically significant effects on students’ receptive vocabulary recall; for productive vocabulary recall, such positive effects were observed with Augmented Reality group only. Students’ lived experiences of the new program were categorized under four major opportunities and one challenge. Findings are used to argue for integration of technological tools and language education followed by a discussion of the implications of the study for teachers, material and curricula designers. https://jflr.ut.ac.ir/article_97181_cea47370819c3c660fe7a4fb07810684.pdf