Can augmented reality-based stories reduce English speaking anxiety? An experimental study

Augmented reality (AR) is a technology that enables the simultaneous integration of the real and virtual worlds in the same space by overlaying computer-generated digital elements onto objects in the physical world, offering rich interactive experiences. The aim of this study is to investigate the impact of AR-supported storytelling on students’ anxiety about speaking English. The study employed a quasi-experimental design, a type of experimental design. The participants consisted of 47 fifth-grade students. Twenty-three participants were in the experimental group, while 24 were in the control group. The intervention was conducted over a four-week period, totaling 12 class hours at a rate of three class hours per week. While AR-supported storytelling was implemented via mobile devices in the experimental group, the same stories were covered in a traditional manner using printed materials in the control group. Data for the study were collected using the English Speaking Anxiety Scale and the Demographic Information Form, and the findings revealed significant differences in the pre-test and post-test scores between the groups. Additionally, significant differences in favor of the experimental group were observed in the intergroup comparisons. These findings suggest that AR-supported storytelling may be an effective method for reducing students’ anxiety about speaking English. For future research, it is recommended to conduct longer-term longitudinal studies across different age groups, languages, and language proficiency levels, and to design in-service training programs to enable teachers to effectively utilize this technology in learning environments.