Integrating Augmented Reality in Primary Arabic Vocabulary Instruction: Teachers’ Acceptance, Readiness, and Pedagogical Implications

HRMARS - Vocabulary acquisition in Arabic language education, especially in primary schools, is still a fundamental and difficult area of teaching due to the complex morphology and abstract linguistic characteristics of the Arabic language. While there is an increase in the adoption of AR-based instruction, little empirical research exists to assess teachers' acceptance and willingness to adopt AR in teaching Arabic vocabulary, particularly within the context of private primary schools. This paper will examine the degree of acceptance and readiness of teachers to incorporate augmented reality into their Arabic vocabulary instruction in private primary schools in Selangor, Malaysia. This study employed a quantitative methodology to collect data from 115 Arabic language teachers through a validated questionnaire based on previously developed technology acceptance and readiness models. Results indicated that teachers had a high degree of acceptance toward the use of AR in Arabic vocabulary instruction, which reflects positively on the perceived instructional value and pedagogical potential of AR. Results also showed that teacher readiness was rated as moderate to high with knowledge readiness being the most prominent dimension, whereas technological infrastructure readiness was rated the lowest. A strong positive correlation was shown between teacher's acceptance and readiness indicating that those who have higher levels of preparedness will have greater acceptance of incorporating AR into their instruction.