Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a "...lack of authentic situations outside of the classroom for practising English communication skills" [1]. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.
Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical, socio-cultural theories as well as the situated-learning and community-of-practice approaches, emphasise learning as being a process within and a product of the social context. Critical-learning theory stresses that this social context is a man-made construction, which should be approached critically and transformed in order to create a better world. We propose to view these different approaches as contributions to our understanding of the learning-environment relationship, and their educational impact as questions to be addressed to educational contexts.
