USING AUGMENTED

REALITY IN TEACHING
ENGLISH FOR BASIC USER
IN MALAYSIA
MOHD FIKRI FIRDAUS BIN SULAIMAN – 901220-11-5001
CBBP DB
Introduction
• The use of mobile phones and tablets in
teaching and learning process is common
nowadays.
• Free tablets from the government can be put
to a good use such as using AR to teach
English.
• New technology in classroom is able to
create independent and collaborative
learning environments (Simeone, 2007)
• According to CEFR Framework, Basic User is
considered as pupils with low competency
level, A2 and A2.

Simeone, P. (2007). Learning Languages in partnership with information communication technology tools. Australia Educational
Computing, 22(1), 17-19
 Problem Statement

• In an ESL classroom, there would be various levels of competency among

the pupils. Pupils with low competency level would have a low confidence
level thus reducing their participation in the classroom. The problem would
further slow their progress in acquiring the language skills.
 Augmented Reality

• Augmented reality has been utilised in

games, commercials and education
• The device used will produce a real-time
streaming computation which generates
a vision between real and virtual reality
• The most common use in education is to
augment traditional materials like
textbook and flash cards (Nee et al, 2012)
• AR is cost-effective.
• HP Reveal can be used to create personal
overlays and Aura.
• AR learning is expected to be joyful and
pleasant for the pupils (Li et al, 2016)

Li, K., Chen, C., Cheng, S., & Tsui, C. (2016). The Design of Immersive English Learning Environment Using Augmented
Reality. Universal Journal of Educational Research,4(9), 2076-2083.
Nee, A. C., Ong, S., Chryssolouris, G., & Mourtzis, D. (2012). Augmented reality applications in design and manufacturing. CIRP
Annals - Manufacturing Technology,61(2), 657-679.
 ESL in Malaysia

• In 2018, Malaysian government initiated the use of CEFR framework in the

education system.
• The framework is used in preschool, primary school (Year 1 and Year 2), and
secondary school (Form 1 and Form 2)
• Imported textbooks are used.
• Learners can be divided into three categories which are the basic user,
independent user, and proficient user
Council of Europe. (n.d.). Common European Framework of Reference for Languages: Learning, Teaching, Assesstment[PDF]. Strasbourg:
Cambridge University Press.
 Research Objectives

• To investigate the effectiveness of augmented reality in teaching English

• To prove the advantages of using augmented reality on basic user
• To identify the acceptance of AR in English teaching and learning process
 Significance

• This study is intended to help basic user in a different learning environment.

If the AR could increase their participation and confidence level in learning
English, then the technology should be applied more in the classroom.
Other than that, it will also improve our education level aligned with the
government’s current policies.
 Research Questions

Research Question 1
• Does the use of augmented reality in teaching English is effective?
Research Question 2
• Does the use of augmented reality in teaching English improves the basic user’s
confidence level and competency?
Research Question 3
• What are the teachers’ perceptions towards using AR in their teaching and learning
process?
 Methodology

• Design : Quantitative
• Sample : Selected pupils and English teachers from few schools.
• Instruments: Questionnaires and Surveys
• Analysis : SPSS
Gantt Chart