Author: Assist. Prof. Dr. Lina Fathi Sidig

Abstract: The growing use of digital technologies in language education has renewed interest in learning environments that support meaningful and contextualized language use. Augmented reality has attracted particular attention for its ability to link classroom learning with real-world communicative contexts. This study explores how augmented reality supports situated language learning in English as a Foreign Language classrooms and how it influences classroom interaction and learner engagement. Based on the principle of situated learning and sociocultural perspectives, the study examines AR-based classroom practices that embed language use within interactive and context-rich activities. The findings show that augmented reality encourages learners to use language as a functional and social resource, leading to greater participation, increased learner agency, and enhanced communicative and pragmatic competence. The study highlights the potential of augmented reality to reimagine the EFL classroom as a space for authentic and engaged language learning.

Keywords: augmented reality, situated learning, EFL classrooms, classroom interaction, and technology-enhanced language learning

Article Info: Received: 05 Sep 2025; Received in revised form: 19 Sep 2025; Accepted: 21 Sep 2025; Available online: 23 Sep 2025

DOI: 10.22161/ijels.105.89