İngilizce öğretmen adaylarının artırılmış gerçeklik teknolojisine ilişkin algıları ve yetkinlikleri: Karma yöntem çalışması

The current study sought to investigate the pre-service EFL teachers' perceptions of Augmented Reality technology, their acceptance level for utilising this technology in English language classroom, and their self-efficacy level in employing this technology. In this mixed method study, the quantitative strand was based on one group pre-test-post-test design, and the quantitative data were gathered through pre-and post-surveys, TAM survey, and reflection form from 50 volunteers recruited based on convenience sampling. The qualitative strand composed of semi-structured interviews carried out with 12 voluntary students and open-ended questions posed in the surveys and reflection form. The quantitative data were analysed through paired sample t-test, Friedman test, and Wilcoxon Signed Rank Test whereas constant comparative analysis method was applied to analyse the qualitative data. According to the findings, the prospective EFL teachers' perceptions of AR technology was positive. Although their acceptance level of this technology differed significantly after their experience, no significant difference was identified in their self-efficacy of using AR technology for designing language learning materials. Additionally, the results revealed that vocabulary is the language skill for which AR technology is the most beneficial whilst writing is regarded as the skill for which AR technology is the least useful. The EFL teacher candidates also expressed the affordances and constraints of AR technology along with their recommendations based on their experience. Taken together, this study can inform teachers, teacher educators, policy makers, curriculum planners, material and course book designers in relation to the employment of AR technology for language teaching.