Augmented Reality For Listening Comprehension: An Innovative Strategy for Articulating Visual and Auditory Processes

Abstract

Listening has been seen as one of the most difficult skills to develop at the time of learning English as a foreign language due to the difficulties which rely on the misunderstanding of words and accent, lack of vocabulary, as well as not catching details or specific information. That is why technology was used as a tool for developing augmented reality materials for listening, articulating it with audios for achieving an audio-visual relation. Listening was measured by didactic units where the students should reinforce their auditory comprehension taking into account the micro-skills or sub-skills in listening. The participants were students from an intermediate level of English at Universidad La Gran Colombia; Participants were randomly chosen to work in an experimental group and in a control group. Students were asked to work with didactic units where some markers were used not only for listening to the audio but for watching and having a visual input to have different contact with the information they were listening to. It is expected that Augmented Reality might be used to stimulate the audio-visual relation in order to identify the effects that this could have on the listening comprehension development of the students.