Augmented reality in English language teaching: experiences and possibilities in the Sergipe' state school system

Abstract

This paper analyzes the impacts of using Augmented Reality (AR) in English language teaching in a public state school in Sergipe, based on the concept of language as social practice. The research is part of the third phase of an international project focused on English teacher education for the pedagogical use of digital technologies, with emphasis on AR. A qualitative approach is adopted, grounded in teacher research (Freeman, 1998), which views the teacher as a reflective subject and producer of knowledge through their own pedagogical practice. Data were generated through observations, reflective records in diary-apps, and audio recordings of lessons taught by a teacher participating in the program. Data analysis followed the steps of naming, grouping, finding relationships, and displaying. Results indicate that AR can create immersive and interactive experiences that foster student engagement and enhance English language learning. Furthermore, contact with cultural representations mediated by AR encouraged critical reflections on stereotypes and pre-established discourses, enabling students to construct meaning based on their local experiences. Despite these contributions, challenges such as the need for critical ongoing teacher education and infrastructure limitations were identified, highlighting the importance of integrating technology into pedagogical practices that are both contextualized and socially oriented.