The technology of augmented reality as a motivational factor for EFL future soil scientists in learning foreign language terminology of chemical elements

¹ Tula State University, 92, Lenin Prospekt, Tula, 300012, Russia
² Russian Presidential Academy of National Economy and Public Administration, 82, Vernadskogo Prospekt, Moscow, 119571, Russia
³ Tula State Pedagogical University named after L.N. Tolstoy, 125, Lenin Prospekt, Tula, 300026, Russia

^* Corresponding author: isaeva_anastasia91@mail.ru

Abstract

Currently augmented reality technology, as one of innovative tools, is rapidly penetrating the process of mastering a foreign language, helping to diversify and optimize the learning process for a new generation of students. The use of augmented reality technology in the foreign language educational process helps to increase motivation of students to study a foreign language at a university. The purpose of the study is to examine and analyze the impact of augmented reality technology on future soil specialists’ motivation in the process of learning English as a foreign language. To achieve the goal of the study, a comprehensive research methodology was chosen: theoretical analysis of scientific, pedagogical and methodological literature on the topic of research, pedagogical observation, survey, interview, analysis of the research results. Along with traditional methods, the elements of augmented reality were introduced in the process of teaching a foreign language to first-year students of non-linguistic specialties in order to identify the effectiveness of the influence of the technology on students’ motivation in learning English as a foreign language. The authors conclude that the technology of augmented reality has a didactic potential in the study of a foreign language in general and in the study of foreign language terminology of chemical elements in particular.