  The English proficiency of students in rural areas of China tends to be lower
than that of their urban counterparts, owing to outdated teaching methods, a
lack of advanced technology resources, and low motivation for English learning.
This study examines the impact of an Augmented Reality English Words Learning
(AREWL) system on the learning motivation, achievement, behavioral patterns,
and cognitive attainment of elementary school students in rural China. The
study explores whether student motivation varies with their level of
achievement and vice versa, and provides an analysis of behavioral patterns and
cognitive attainment. The AREWL system employs 3D virtual objects, animations,
and assessments to teach English pronunciation and spelling. Instructions are
provided in both English and Chinese for ease of use.
  The sample group consisted of 20 students from grades 1 and 2, selected based
on low pretest scores, along with five non-native teachers. Data were collected
through pretests and posttests, questionnaires, surveys, video recordings, and
in-app evaluations. Quantitative methods were used to analyze test scores and
teacher opinions, while qualitative methods were employed to study student
behavior and its relationship with cognitive attainment.
  Results indicate that both teachers and students responded favorably to the
AREWL system. Students exhibited both intrinsic and extrinsic motivation, which
correlated significantly with their learning achievements. While behavioral
analysis showed interactive engagement with the AREWL system, cognitive
attainment was found to be relatively low. The study concludes that AR-based
learning applications can play an important role in motivating English learning
among young learners in China. The findings contribute to the field of
educational technology by introducing a new AR-based English words learning
application.
