Examining the Impact of Innovative Augmented Reality Animations on Iranian EFL Learners' Acquisition of English Idioms and Slang

This study investigates the effectiveness of custom-designed Augmented Reality (AR) animations in improving the acquisition of English idioms and slang among Iranian EFL learners. Non-native speakers, particularly Iranian learners, often face challenges with native speakers' idioms and slang, leading to communication difficulties. Despite the increasing interest in AR for language education, research on its impact on teaching idioms and slang to Iranian EFL learners is limited. This study aims to fill this gap by exploring how AR can enhance traditional educational methods. Custom-designed AR animations, accessible via smartphones, were developed to illustrate idioms and slang using tailored speech and visual elements. A mixed-methods research design was employed, incorporating pretest-posttest control and experimental groups. The study involved 40 students enrolled in English language teaching and translation courses at Imam Reza University. The experimental group used AR animations, while the control group relied on traditional Word documents displayed via a projector. Both groups completed a lesson unit on vocabulary over eight sessions, covering 13 American idioms and slang expressions. Quantitative data from multiple-choice tests were analyzed using IBM SPSS Statistics 27 with independent samples t-tests and descriptive analysis. Additionally, interview data from the experimental group were processed using MAXQDA 2020. Results indicated that the use of AR animations significantly enhanced the learning of English idioms and slang. Qualitative findings revealed high student satisfaction with the AR animations. The study recommends incorporating AR animations into various topics and grade levels for English learning among EFL learners.