Editors: Antigoni Parmaxi, Lina Adinolfi, Mikhail Fominykh, Paraskevi Vassiliou, and Eirini Christou

Contributors: Antigoni Parmaxi, Anke Berns, Lina Adinolfi, Alice Gruber, Mikhail Fominykh, Angeliki Voreopoulou, Fridolin Wild, Paraskevi Vassiliou, Eirini Christou, Concepción Valero‐Franco, Tormod Aagaard, Stella Hadjistassou, Pedro Jesús Molina Muñoz, and Ismael Cross-Moreno.

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Executive summary

This guide is an instructional design resource for Augmented Reality (AR) in language teaching and learning. It is specifically created for language teachers, designers, digital experts, and anyone interested in incorporating AR into language learning. The guide aims to provide practitioners and researchers with knowledge to create effective, engaging, and contextual learning experiences using AR. The guide brings together cutting-edge AR technology with pedagogical theory to address the limited application of AR in instructed language learning. It covers various AR implementations, whether in-person or online, for beginner or advanced levels, and in school or university environments. The guide is organised into four main parts:

Section 1: Introduces key terminology, including a definition of AR and its place within the virtuality continuum (Physical Reality, AR, Mixed Reality, Virtual Reality). It also covers the evolution and different types of AR (marker-based, markerless, location-based).

Section 2: Outlines the benefits of AR in language learning, such as enhanced motivation, engagement, reduced anxiety, increased confidence, and improved cultural awareness. It also details the challenges, including technical issues, cognitive load, lack of AR skills, and limited scope. This section further explores specific linguistic elements (vocabulary, pronunciation, morphology, grammar, phraseology, pragmatics) and communicative modes (listening, speaking, reading, writing) that can be practised and enhanced with AR.

Section 3: Focuses on setting the scene for teaching with AR, discussing how AR aligns with general learning design principles and pedagogical theories like constructivism, sociocultural, and situated learning. It provides considerations for learning experience design, emphasising collaboration, task-based activities, and tailoring to target groups.

Section 4: Presents real-life scenarios and practical task design examples for implementing AR in language learning. The guide concludes with a checklist to practically support language instructors in designing AR-enhanced language lessons. It advises on clarifying teaching goals, identifying pedagogical approaches, designing activities, selecting AR tools, checking device availability and internet connectivity, designing and testing AR activities, facilitating student and peer interaction, and reinforcing learning.

Innovation and impact: This guide is an innovative and unique resource that provides a set of guidelines and best practices for AR in language learning, tailored to the specific needs of language instructors and instructional designers. It is expected to support language learning through structured knowledge on this rapidly developing technology. This guide has relevant research publications presented in local and international conferences and international research journals.