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Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions

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Abstract

Increased use of recent technological devices by language learners at all ages and various levels stimulates the integration of the latest technological devices into the language learning process. Considering the numerous advantages of augmented reality (AR) in creating a supportive learning environment, this study aimed at investigating the use of quick response codes, as an AR feature, during extensive reading. 28 English as a Foreign Language (EFL) students enrolled in a British culture course at a Turkish university participated in the study. For the purpose of the study, QR code enhanced authentic reading texts were designed to aid learners in the comprehension of culture-specific terms that were difficult to be understood with a dictionary definition. Participants reflected on each QR code implementation, and semi-structured interviews were conducted with randomly selected students. The results of qualitative analysis through open-axial and selective coding procedure revealed three main themes related to QR code enhancement while reading culturally loaded reading texts: the advantages of using QR codes in extensive reading, criticism on the content of QR codes, and technical problems in using QR codes. The findings underline the potential of integrating AR technology such as the QR codes into language education for more effective learning opportunities and highlight the importance of providing access to technology in order to help all students benefit from the ubiquitous nature of technology.

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Abbreviations

AR:

Augmented reality

QR:

Quick response

FL:

Foreign language

EFL:

English as foreign language

ELT:

English language teaching

URL:

Uniform resource locator

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Acknowledgements

The authors would like to acknowledge Prof. Dr. İlknur Keçik for her help in providing expert opinion on data collection tools and instruments.

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There has been no significant financial support for this work that could have influenced its outcome.

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Authors and Affiliations

  1. Department of ELT, Faculty of Education, Anadolu University, 26470, Eskisehir, Turkey

    Safiye İpek Kuru Gönen

  2. School of Foreign Languages, Isparta University of Applied Sciences, 32400, Isparta, Turkey

    Gülin Zeybek

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  1. Safiye İpek Kuru Gönen
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Contributions

Authors were both responsible for methodological design and data analysis. The second author was responsible for implementing research, collecting data and writing the majority of the text found in the paper. The first author was responsible for conceptualization of the paper, as well as writing some sections. The authors read and approved the final manuscript.

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Correspondence to Gülin Zeybek.

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The collected data used in this study are available upon request to the second author of this paper.

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All procedures performed in this study involving human participants were conducted in accordance with the ethical standards of Anadolu University. Informed consent was obtained from all individual participants included in the study.

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Kuru Gönen, S.İ., Zeybek, G. Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions. Educ Inf Technol 27, 2039–2057 (2022). https://doi.org/10.1007/s10639-021-10695-w

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