Harnessing Augmented Intelligent Reality for Advancing Self-Regulated Language Learning Beyond the Classroom

The research will investigate the factors influencing students’ use of AIR and evaluate its impact on students' SRL and Japanese vocabulary achievement. One hundred sixty students in an elementary Japanese course will be divided into experimental and control groups. The project will include surveys assessing participants' intentions, self-reported behaviours, and perceived learning outcomes in SRL using AIR to learn Japanese, alongside pre-and post-tests to evaluate vocabulary achievement. Qualitative methods, such as semi-structured interviews and open-ended questions, will further explore participants' experiences and the development of SRL to learn Japanese vocabulary.
The findings will advance SRL theory by leveraging GenAI and immersive technology, providing practical insights for various stakeholders. This project is significant for its innovative understanding of how AIR empowers students’ SRL in language education, aiding educators in integrating technology into their teaching strategies in non-traditional environments to enhance foreign or second language instruction. Additionally, the results will inform government policymakers on improving technology-enhanced education in K-12 and higher education. Educational technology companies can collaborate with academic institutions to design and implement programs that utilize AIR and similar technologies, bridging the gap between research and practical application in classrooms. This research will also serve as a foundation for future studies on integrating AR and AI across various subjects. Sharing these insights through conferences and journal articles will enrich the academic community and stimulate further research in educational technology.