The Role of Virtual and Augmented Reality in Young Learners’ Motivation in English Learning

This article investigates the role of virtual reality (VR) and augmented reality (AR) in the motivation of young learners (YLs) to learn English. This study is based on Self-Determination Theory (SDT) by Deci and Ryan and Gardner's socio-educational model. This investigation aimed to explore the implementation of VR and AR in primary school English learning, examine their impact on learners’ motivation, identify their advantages and challenges, analyze teacher feedback methods and students’ perceptions, and gather student suggestions for improving VR and AR use in lessons. This descriptive quantitative study employed a questionnaire to gather information from 139 primary school learners. Data were analyzed using descriptive quantitative analysis. The result showed that the use of VR and AR boosted the motivation of YLs. This study revealed the benefits and challenges of using VR and AR, the perspectives of YLs on feedback, and some proposed suggestions to improve the implementation of VR and AR from the perspectives of YLs.