Advancing English for specific purposes (ESP) pedagogy in engineering education: infusing generative learning strategies into AR game design for enhanced vocabulary acquisition and critical thinking

This study is an exploration of the integration of generative learning strategies in augmented reality (AR) game design to enhance the vocabulary acquisition and critical thinking of engineering students in English for Specific Purposes (ESP) contexts. Situated in the growing need for English proficiency in global engineering, the research employed a quasi-experimental study involving 87 sophomore industrial engineering students at a low-intermediate English proficiency level. Using a mixed-methods approach, including ANCOVA and content analysis, the study compared an experimental group utilizing generative learning strategies with a control group using traditional game design. Findings reveal that the experimental group, which utilized generative learning strategies, showed significantly greater improvement in vocabulary acquisition and critical thinking than the control group, which did not. The study highlights the potential of AR games as effective tools in advancing ESP pedagogy within engineering education.