The Impact of Augmented Reality on Motivation, Engagement and Language Proficiency in EFL Education: A Systematic Review

Although Augmented Reality (AR) has gained increasing attention as an innovative tool in English as a Foreign Language (EFL) education, existing empirical findings remain fragmented, context-bound, and lack a systematic synthesis that integrates affective and cognitive learning outcomes alongside methodological trends. In particular, limited systematic reviews have explicitly examined how motivation, engagement, and language performance are analysed and interpreted across recent AR-based EFL studies. Addressing this gap, this study presents a systematic review of the effects of AR on motivation, engagement, and language performance in EFL education. Guided by the PRISMA 2020 framework, 14 empirical studies published between 2022 and 2025 were systematically identified from the DOAJ, ERA, and ERIH Plus databases. Data were analysed using descriptive trend analysis to examine research designs, samples, educational contexts, and targeted language skills, complemented by thematic synthesis to identify recurring analytical patterns and dominant research themes. The findings demonstrate that AR integration consistently produces positive effects on affective outcomes, including learner motivation, engagement, collaboration, and anxiety reduction, as well as cognitive outcomes such as improvements in reading, listening, speaking, and vocabulary performance. Regional analysis indicates that studies conducted in Arab countries report moderate but steady gains in motivation and achievement, though large-scale adoption remains constrained by limited infrastructure and insufficient teacher preparedness. In Malaysia, emerging studies reveal positive teacher attitudes and encouraging outcomes, particularly in speaking and reading skills, highlighting AR’s potential alignment with national educational reforms. Three dominant research themes are identified: (1) comparative effectiveness of AR-enhanced and traditional instruction, (2) curricular integration and teacher professional development, and (3) affective engagement and experiential learning processes. Overall, the review concludes that while AR represents a powerful pedagogical innovation aligned with constructivist and experiential learning principles, its sustainable impact depends on systematic pedagogical design, robust data-driven evaluation, and comprehensive teacher training.