Abstract:
This study aims to examine the effect of an Augmented Reality (AR)-based learning strategy on EFL students’
vocabulary mastery. Conducted at Thammasat Wittaya School, Thailand, the research involved 25 eighth-grade
students in the 2024/2025 academic year, divided into experimental and control groups using a quasi-
experimental design. The experimental group received vocabulary instruction through AR visuals and collaborative
discussions, while the control group was taught using conventional methods. Data were collected using pre-tests
and post-tests and analyzed using paired and independent t-tests. The findings revealed a significant improvement
in vocabulary scores and student motivation in the experimental group compared to the control group (p < 0.001).
These results suggest that integrating AR-based strategies in EFL classrooms can effectively enhance vocabulary
acquisition and learner engagement.
