Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal PREMISE: Journal of English Education and Applied Linguistics
Kamila, Lintang Shafa
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Education Languange, Linguistic, Communication & Media Social Sciences

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AUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS Kamila, Lintang Shafa; Tarwiyah, Siti; Annury, Muhammad Nafi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14744

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.
Co-Authors Muhammad Nafi Annury, Muhammad Nafi Siti Tarwiyah