A Systematic Review of Augmented Reality Applications in Second Language Acquisition Research

Augmented Reality (AR) has emerged as a trans-formative technology within educational settings, offering significant potential to innovate Second Language Acquisition (SLA) methodologies. This paper provides a systematic review of the literature on AR applications in SLA research published between 2014 and 2024. The objective is to identify dominant trends, pedagogical applications, and persistent challenges associated with integrating AR into language learning. Employing a systematic literature review protocol, this study analyzes peer-reviewed articles from prominent academic databases to synthesize the current state of the field. The findings indicate that AR technologies are increasingly utilized to create immersive, context-aware learning environments that enhance vocabulary retention, improve oral and listening skills, and boost student motivation and engagement. Key applications include gamification, real-world object labeling, and interactive cultural simulations. However, significant challenges remain, including the digital divide, high development costs, and a lack of pedagogical frameworks and teacher training. This review concludes that while AR is a powerful tool for SLA, its effective and equitable implementation requires strategic investment in infrastructure, content development, and educator preparedness to fully realize its pedagogical potential in a globalized educational landscape.