دور الواقع المعزز في تنمية مهارات القراءة والكتابة في اللغة الإنجليزية لدى طالبات المرحلة الثانوية من وجهة نظر معلماتهن في منطقة الجوف

Abstract EN

The research aimed to reveal the effect of employing augmented reality technology on developing English reading and writing skills for secondary school students from the point of view of their teachers in Jouf region.

in order to detect this effect, the researchers resorted to using the descriptive survey method, where she built a questionnaire as a tool for data collection containing two axes, one concerned with the skill of reading and the other with the skill of writing in English.

the research was applied to female English language teachers for the secondary stage in Jouf region, whose number is (144), according to the statistics of the education office.

for the year 1443 ah, the questionnaire was randomly distributed to the sample during the third semester of the academic year 1444 AH.

the research results concluded, after analyzing the responses, that (all) axes came with a very high degree, as the arithmetic mean in the assessment category ranged from (4.20) to (5.00).

the response averages for these axes ranged between (4.38) and (4.44), and they were arranged as follows reading skill and then writing skill.

the questionnaire as a whole regarding the effect of using augmented reality on developing some English language skills for secondary school students from the point of view of their teachers in al-Jouf region came with a very high degree and an arithmetic average of (4.41).

in the light of these results, the researchers recommended there is a need to pay attention to the use of augmented reality technology in the educational process in general and in teaching English in particular, and the use of augmented reality technology while teaching English to secondary school students, as the results of the current study showed that there is a very high impact of this technology in order to develop students' reading and writing skills in English.