METADATA

Title: Inquiry-Oriented Augmented Reality as a Tool for Boosting Reading Proficiency and Motivation Among Secondary EFL Students

 

Vol. 14(2), 2026, pp. 120-134.

DOI: https://doi.org/10.46687/XVAG7600  

 

Author: Manna Dey

About the author: Manna Dey is a Lecturer in the Department of English at World University of Bangladesh. His research interests include EFL, TESOL, second language acquisition, and sociolinguistics. He has published widely in international journals indexed by Scopus, EBSCO, DOAJ and Sinta, and contributed to several academic books and reviews.

E-mail: mannadey808@gmail.com              

ORCID iD: https://orcid.org/0009-0005-9415-141X

 

Link: http://silc.fhn-shu.com/issues/2026-2/SILC_2026_Vol_14_Issue_2_120-134_15.pdf

 

Citation (APA): Dey, M. (2026). Inquiry-Oriented Augmented Reality as a Tool for Boosting Reading Proficiency and Motivation Among Secondary EFL Students. Studies in Linguistics, Culture, and FLT, 14(2), 120-134. https://doi.org/10.46687/XVAG7600

 

Abstract: The present study examined the effectiveness of using the inquiry-based augmented reality (AR) activities to improve reading comprehension and learner engagement of Rani Dayamoyee Secondary School students in Bangladesh. Twenty secondary school students were selected through purposive sampling and subsequently randomly assigned to an experimental group (n = 10) and a control group (n = 10). Over the intervention period, the experimental group engaged in a structured series of inquiry-based AR activities, designed to encourage active exploration, contextual meaning-making, and collaborative problem-solving, whereas the control group received conventional reading instruction following the national curriculum. Reading comprehension was tested with standardized pre- and post-tests and cognitive and affective engagement in learning tasks was measured with a validated engagement scale. Results revealed that there was a significant difference in favor of the experimental group with regard to reading comprehension and engagement scores. The results emphasize the feasibility of inquiry-based AR as a pedagogical tool in the context of EFL secondary education, as it is a student-centred, immersive learning technology that holds the promise of connecting older education models and approaches with the new digital learning spaces.

Key words: inquiry, augmented reality, reading proficiency, EFL, motivation

 

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