Exploring Iranian and Turkish faculty members’ views toward using Augmented Reality English Trainer (ARET) application for educational purposes: A Comparative Study in different university faculties


  • Shiva Khatoony Foreign Languages Faculty Islamic Azad University Central Tehran branch, Tehran, IRAN
  • Hakan Altınpulluk Open Education of Anadolu University, Eskişehir, TURKEY




Augmented Reality (AR), Faculty Members’ Views, Augmented Reality English Trainer (ARET), Comparative Study, Turkey, Iran


The advancement of technologies especially Augmented Reality (AR) in the field of education has brought special conditions where teachers and learners have controversial perspectives in using new technologies for educational purposes. Therefore, this study tried to investigate the faculty members’ ideas about Augmented Reality English Trainer (ARET) as a researcher-made application in the contexts of Iran and Turkey to ensure how educational beneficiaries can implement this application in face-to-face or distance education, and how their views are different. Subsequently, the basic phenomenological-qualitative design was chosen by the researchers of the study to investigate the views of faculty members in these countries. To do so, an online elite interview (based on Instant Messaging Applications and Google Forms) was designed with seven questions to reflect the faculty members’ views during using ARET as an educational application by focusing on English vocabulary learning. Therefore, the mentioned questions were sent to the faculty members in Anadolu University (Eskişehir, Turkey), Uludağ University (Bursa, Turkey), Islamic Azad University Central, and West Tehran branch (Tehran, Iran) through convenient sampling and snowball sampling. The results of transcription and theme analysis of interviews in the NVIVO software revealed that both Turkish and Iranian have positive views toward using ARET in face-to-face or distance education and found it as an edutainment application. Despite the disadvantages like distraction, lack of access to mobile phones, short time lessons, and inequality in education which were mentioned by the participants of the study; Iranian and Turkish faculty members mentioned that ARET can increase the intrinsic and extrinsic motivation of learners. Although ARET has some technical issues like insecure installation, it can be implemented as an educational AR-based application in educational systems. Various educational beneficiaries like material developers, game and application designers, teachers, and learners can benefit from the results of this study.


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How to Cite

Khatoony, S., & Altınpulluk, H. (2021). Exploring Iranian and Turkish faculty members’ views toward using Augmented Reality English Trainer (ARET) application for educational purposes: A Comparative Study in different university faculties. AJELP: Asian Journal of English Language and Pedagogy, 9(2), 128–152. https://doi.org/10.37134/ajelp.vol9.2.10.2021