Enhancing Vietnamese EFL Students’ Speaking Skills Through Augmented Reality: A Mixed-Method Study in English for Tourism and Hospitality

Background/purpose. This study explores the integration of Augmented Reality (AR) into English for Tourism and Hospitality (ETH) instruction to examine its effects on the speaking skills of Vietnamese EFL university students. The research investigates how AR-supported lessons influence learners' fluency, pronunciation, confidence, and engagement while identifying cognitive load and digital readiness challenges.

Materials/methods. A mixed-methods, sequential explanatory design was employed, comprising a quasi-experimental one-group pre-test and post-test procedure alongside student surveys and focus group interviews. Eighty undergraduate students participated in AR-enhanced speaking tasks over two academic semesters. The study utilized the Technology Acceptance Model (TAM) and Cognitive Load Theory (CLT) as theoretical frameworks to guide the development of instruments and interpretation of findings.

Results. Quantitative findings revealed significant improvements in students’ speaking performance, particularly in fluency and pronunciation. Survey data indicated increased student engagement and reduced speaking anxiety. Qualitative data from focus groups provided further insight into learners’ experiences, highlighting increased speaking confidence, challenges with AR usability, and the importance of instructional scaffolding.

Conclusion. The results suggest that AR can be a powerful pedagogical tool for promoting communicative competence in ESP-speaking contexts. However, its effective implementation requires attention to cognitive load management, digital literacy, and the integration of structured support mechanisms. These findings offer practical implications for enhancing speaking instruction in technology-rich educational environments.

Keywords: Augmented reality, English for specific purposes, speaking skills, technology-enhanced language learning, cognitive load

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