Augmented reality (AR) refers to digitally generated information that enhances real-world environments (Hurley, 2017). As an example of how digital technology is changing everyday life, AR has garnered attention within various scholarly domains. Education-related research shows AR’s promise for improving learners’ experiences in multimodal environments (Bacca, Baldiris, Fabregat, Graf, & Kinshuk, 2014); however, the utility of AR in English second-language (ESL) classrooms remains underexplored (Cuendet, Bonnard, Do-Lenh, & Dillenbourg, 2013). Relevant studies on AR implementation have mostly examined short-term effects rather than more enduring consequences (Bacca et al., 2014). Given the popularity of English language learning, AR implementation in ESL education contexts warrants closer attention. This presentation summarizes a longitudinal study regarding AR implementation in ESL classrooms. The presenter discusses the unique attributes of AR technology that support instruction and learning in an ESL classroom from a longitudinal perspective. In an ESL class where AR was implemented over time, qualitative data were collected using surveys, unstructured interviews with teachers and students, and classroom observations. Findings highlight teachers’ perceptions of the importance of certain AR attributes along with the long-term effects of AR on students’ retainment of English. Guided by an understanding of multiliteracies (New London Group, 1996), results suggest that pedagogical strategies should aim to expand students’ literacy skills around a broader set of communication channels (i.e., online or through other technological modalities). An evaluative attribute of AR, participatoriness, is noteworthy in capturing the extent to which AR innovation encourages and rewards second-language learners’ participatory contributions (Jenkins, Ito, & Boyd, 2016). By closely investigating the use of AR in ESL classrooms, this study examines associated benefits and challenges to support teachers, scholars, and administrators in adapting AR’s strengths for ESL instruction at all levels. Results from this study can also inform pedagogical practices in other second-language-learning contexts.
