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Abstract

This study investigates the use of Augmented Reality (AR) as an innovative approach to enhance language learning among vocational school students. Conventional teaching methods often struggle to engage learners with low motivation, which can hinder their language development and reduce long-term learning outcomes. By integrating AR into classroom practice, this research seeks to bridge that gap by fostering student motivation, engagement, and proficiency. The study employed a pre-experimental design with pre- and post-intervention assessments to evaluate the impact of AR implementation. Findings demonstrate that AR contributed to substantial improvements in students’ language competence, moving learners from basic to more advanced levels of proficiency while also stimulating their interest and participation in learning activities. These outcomes highlight the potential of AR as a complementary tool within vocational education, offering opportunities to strengthen both linguistic skills and student attitudes toward language learning. The study suggests that embedding AR in pedagogical practice can create more inclusive and interactive environments, paving the way for future research on sustainable integration of technology in language education.

Keywords

Augmented Reality (AR)Language ProficiencyVocational School

Article Details

How to Cite
Abiyyu, R. L., Rafiqa, S., De Vega, N., & Ariani, N. (2025). Augmented Reality in Language Learning: Improving Proficiency and Motivation among Vocational School Learners. Inspiring: English Education Journal, 8(2), 170–181. https://doi.org/10.35905/inspiring.v8i2.13410
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