The effectiveness of using a dramatized content through augmented reality to improve English language fluency of high school students

Abstract EN

This research aimed to investigate the effectiveness of dramatized content through augmented reality applications on improving English Language Fluency of High School Students.

The researcher adopted the quasi-experimental approach on a sample of 60 students from grade 10 in Mostafa Kamel Official Language School/Qaliobia Governorate/Egypt, who were selected and divided randomly into two groups: an experimental group (n=30), and a control group (n=30) to achieve the research aims.

The researcher used these tools: 1)EFL speaking fluency test developed by the researcher and implemented before and after the application of dramatized content through Augmented Reality.

2)EFL speaking fluency scoring rubric developed by the researcher to score students' performance on the pre-and post-test according to EFL Speaking Fluency Skills/Sub-skills.

3) The speaking fluency skills/subskills checklist developed by the researcher to identify the skills that are required for High school tenth-grade students.

The results revealed that dramatized content through Augmented Reality was effective in improving English language speaking fluency among high school students in governorate schools.