AR-Enhanced AI Feedback and EFL Writing Engagement

Abstract

This study investigates the impact of integrating Augmented Reality (AR) and Artificial Intelligence (AI)-based writing feedback on students’ engagement and motivation in English as a Foreign Language (EFL) context. The purpose of the research is to explore whether AR-enhanced AI feedback can foster higher levels of attention, persistence, and interest in academic writing tasks compared with traditional feedback methods. A quasi-experimental mixed-methods design was employed with 48 undergraduate EFL students enrolled in a Technical English course at a Spanish university. Participants were divided into two groups: the experimental group received AR-supported writing prompts combined with AI-generated feedback, while the control group received conventional teacher feedback. Data were collected through pre- and post-tests using standardized engagement and motivation scales, as well as semi-structured focus group interviews. The results indicated that students exposed to AR-enhanced AI feedback demonstrated significantly higher levels of behavioural, emotional, and cognitive engagement. They also reported increased intrinsic motivation and a stronger sense of autonomy during the writing process. Qualitative data revealed that students valued the immediacy, visual immersion, and personalization provided by the AR-AI learning environment. The study concludes that combining AR and AI feedback creates a more interactive and motivating writing experience for EFL learners. This synergy promotes sustained attention, reduces writing anxiety, and enhances learners’ confidence in expressing ideas in English. The findings suggest that AR-AI integration can serve as an effective pedagogical approach to support engagement-driven language learning and open new directions for feedback innovation in higher education.