Vocabulary Learning of Textile Terms in Junior High School English as a Foreign Language via Augmented Reality

Abstract

This research focuses on the effect of applying augmented reality (AR) technology in teaching textile industry terms in English as a Foreign Language courses in junior high school. Two classes in junior high school with similar English levels were selected as the experimental subjects. The experimental group used AR technology for teaching, while the control group used traditional teaching methods. The experimental period spanned eight weeks. Through a pretest, a posttest, motivation questionnaires, interviews, memory retention tests, and other methods, data were collected from seven indicators: academic performance, motivation, experience, memory retention rate, classroom participation, application transfer ability, and learning time efficiency. The analysis of the results indicates that the learning method based on visualization technology shows significant advantages in enhancing students' depth of understanding of textile technology terminology, long-term memory retention, and their ability to apply this knowledge in simulated work scenarios. Furthermore, this method substantially improved learning efficiency. This research confirms that applying digital simulations and interactive models to professional education in the textile field is a highly efficient and feasible strategy.