The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University

Abstract

Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on linguistic knowledge development. Second language research has yet given scarce attention for examining the development of critical thinking and critical writing. This article explores the impact of critical analysis based on augmented reality (AR) technology on developing critical thinking and critical writing. Two groups of L2 undergraduates (n = 120) participated in this study. The experimental group used critical analysis based on AR, and the control group used online instruction based on a learning management system without AR. The findings showed that the experimental group outperformed the control group in critical thinking and writing. Elements of critical thinking were integrated into the experimental group’s critical writing. The findings highlight the importance of connecting critical writing assessment with critical thinking and using critical thinking elements as one of the important predictors of critical writing. Furthermore, the study provides important implications for future research on integrating AR into critical analysis for enhancing L2 learners’ critical thinking and writing.