An Augmented Reality-Based Program to Enhance Mansoura University Students’ EFL Productive Skills and Reduce Their Social Anxiety

Abstract

This study investigated the effectiveness of an Augmented Reality (AR)-based program in enhancing the productive skills speaking and writing of EFL learners at Mansoura University and in reducing their social anxiety. The research followed a quasi-experimental pre-post control group design. Two groups of students were involved: an experimental group (N = 30) received instruction using the AR-based program, while the control group (N = 30) received traditional instruction. Pre- and post-tests were administered to measure speaking and writing proficiency, and a validated social anxiety scale was employed. Statistical analysis using paired-samples t-tests and independent t-tests revealed significant differences in post-test scores between the two groups, favoring the experimental group in both speaking and writing performance. Additionally, the experimental group showed a significant reduction in social anxiety levels compared to the control group. Effect size calculations (η² > 0.81) indicated a very large effect of the AR intervention. The results underscore the pedagogical potential of AR in language education, particularly in enhancing learners’ communicative competencies and emotional well-being. The study concludes with recommendations for integrating AR into language learning environments and suggestions for future research.