AUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS
(1) English Education Study Program, Walisongo State Islamic University, Semarang, Indonesia
(2) English Education Study Program, Walisongo State Islamic University, Semarang, Indonesia
(3) English Education Study Program, Walisongo State Islamic University, Semarang, Indonesia
(*) Corresponding Author
Abstract
Writing is the most challenging EFL skill, requiring linguistic accuracy and creativity. Augmented Reality (AR) and non-AR flashcards offer different pedagogical approaches, yet no systematic comparison exists for EFL writing development. This mixed-methods systematic literature review compares both modalities' effectiveness on writing skills and motivation. Following PRISMA 2020 guidelines, eight studies (2021–2025) with 249 students were analyzed. Non-AR flashcards improved grammar and vocabulary through structured memorization, while AR flashcards enhanced motivation, engagement, and creativity via immersive interaction. Moderator analyses revealed AR flashcards yield greater affective-creative outcomes. Corpus imbalance (5 non-AR vs. 3 AR studies) and Indonesian-context dominance limit generalizability. The study validates Dual-Coding Theory and suggests that integrating both modalities optimizes English as a Foreign Language (EFL) writing development, warranting further cross-contextual research.
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DOI: http://dx.doi.org/10.24127/pj.v15i1.14744
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