The Impact of a Critical Fiction Analysis Based on Using Augmented Reality Technology on Developing Students' Critical Thinking and Critical Writing at Tabuk University
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| Title: | The Impact of a Critical Fiction Analysis Based on Using Augmented Reality Technology on Developing Students' Critical Thinking and Critical Writing at Tabuk University |
|---|---|
| Language: | English |
| Authors: | Azza A. M. Abdelrahim (ORCID |
| Source: | Language Teaching Research. 2026 30(4):1814-1838. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Undergraduate Students, Computer Simulation, Simulated Environment, Physical Environment, Technology Uses in Education, Educational Technology, Second Language Learning, Electronic Learning, English (Second Language), Fiction, Writing Assignments, Critical Thinking, Critical Literacy |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1177/13621688231155578 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on linguistic knowledge development. Second language research has yet given scarce attention for examining the development of critical thinking and critical writing. This article explores the impact of critical analysis based on augmented reality (AR) technology on developing critical thinking and critical writing. Two groups of L2 undergraduates (n = 120) participated in this study. The experimental group used critical analysis based on AR, and the control group used online instruction based on a learning management system without AR. The findings showed that the experimental group outperformed the control group in critical thinking and writing. Elements of critical thinking were integrated into the experimental group's critical writing. The findings highlight the importance of connecting critical writing assessment with critical thinking and using critical thinking elements as one of the important predictors of critical writing. Furthermore, the study provides important implications for future research on integrating AR into critical analysis for enhancing L2 learners' critical thinking and writing. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502893 |
| Database: | ERIC |
| Abstract: | Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on linguistic knowledge development. Second language research has yet given scarce attention for examining the development of critical thinking and critical writing. This article explores the impact of critical analysis based on augmented reality (AR) technology on developing critical thinking and critical writing. Two groups of L2 undergraduates (n = 120) participated in this study. The experimental group used critical analysis based on AR, and the control group used online instruction based on a learning management system without AR. The findings showed that the experimental group outperformed the control group in critical thinking and writing. Elements of critical thinking were integrated into the experimental group's critical writing. The findings highlight the importance of connecting critical writing assessment with critical thinking and using critical thinking elements as one of the important predictors of critical writing. Furthermore, the study provides important implications for future research on integrating AR into critical analysis for enhancing L2 learners' critical thinking and writing. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231155578 |
