<![CDATA[This study examined the use of Augmented Reality (AR) integrated with Besemah local wisdom in descriptive-text reading instruction and learning engagement among university EFL students. A quantitative quasi-experimental approach with a non-equivalent control group pretest–posttest design was used. The final analyzable sample consisted of 32 students, with 16 in the experimental group and 16 in the control group. The experimental group received descriptive-text instruction supported by AR-based visual representations of Besemah cultural objects, whereas the control group received conventional instruction without AR. Reading comprehension was assessed across vocabulary, detail information, main idea, inference, and sequence. Learning engagement was measured using a 15-item five-point Likert questionnaire covering behavioral, emotional, and cognitive dimensions. The experimental group increased from 50.00 to 70.00, while the control group increased from 48.00 to 60.00. Between-group differences were significant for both posttest and gain scores, with large effect sizes. Learning engagement was also significantly higher in the experimental group. The findings indicate that culturally contextualized AR was associated with stronger reading outcomes and higher learning engagement in this setting.]]>
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