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Abstract
This study investigates the effects of augmented reality (AR) on Vietnamese EFL undergraduates’ speaking performance in an English for Tourism and Hospitality course at a university in Ho Chi Minh City. Using a mixed-methods design with 82 participants, the researcher administered pre-/post speaking tests, a questionnaire grounded in the Technology Acceptance Model (adapted from Cabero-Almenara et al., 2019; Fauzi et al., 2019), and focus group interviews. Quantitative results revealed significant gains in speaking scores, while survey data indicated high perceived usefulness, ease of use, and behavioral intention to adopt AR technology. Qualitative findings highlighted increased motivation, positive attitudes toward an AR-enhanced learning environment, and real-world relevance scenarios. Implementation challenges included device compatibility, variable access to technology, and technical glitches, stating the importance of teacher training and thoughtful course design. Overall, AR shows potential for strengthening speaking skills and professional readiness in tourism–hospitality contexts. The study contributes evidence to technology-mediated language instruction and argues for contextually grounded, sustainable pedagogical interventions tailored to learners’ profiles and institutional resource planning.
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