ISSN: 2226-6348
Open access
Augmented reality technology or better known as Augmented Reality (AR) has been widely used in various fields, especially in the world of education. The AR technology combines the virtual world and reality where it uses an interesting rendering technique for displaying three-dimensional objects, animation, audio, and video by simply scanning the smartphone camera towards a specific image that has been designed. This situation has caused many researchers to study foreign language teaching. However, not many researchers have tried to compile and do a systematic literature review on the same issue. To overcome this shortcoming, this article aims to write a systematic literature review on previous studies related to the study of foreign language teaching from the perspective of augmented reality. The process of writing this SLR refers to the PRISMA writing standard (Preferred Reporting Items for Systematic Review and Meta Analysis). In order to find articles and related resources to be included in this SLR, two main databases namely Science Direct and Google Scholar were used. Based on the theme analysis, this SLR has three main themes which are knowledge, readiness, and perspective. By referring to this SLR, AR technology can have an impact on teachers to be fully integrated in foreign language teaching. This study suggests to future researchers to conduct a better systematic literature review in a wider scope, for example more diverse journal databases and more significant research questions.
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In-Text Citation: (Soad & Asbulah, 2022)
To Cite this Article: Soad, N. F. A. M., & Asbulah, L. H. (2022). Systematic Literature Review of Foreign Language Teaching Studies from Perspective of Augmented Reality. International Journal of Academic Research in Progressive Education and Development, 11(4), 572–604.
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