Impact of Gender on Vocabulary Acquisition Using Augmented Reality Among Iranian Seventh Grades Students

Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. The acquisition of vocabulary plays a central role in learning a second language. The goal of this study is to obtain results regarding the level of students’ vocabulary knowledge, prove the researcher’s assumption about their low level of knowledge of English vocabulary, and show the difference between the boys’ and girls’ knowledge. Methods/Statistical Analysis: In this area, a primary sample of 200 students, consisting of 100 male and 100 female students studying in high-school were selected randomly from among the students in Tabriz, the city of Iran. Each student took an 8-score test based on the country’s standards. Findings: According to the results of the study, the level of the students in English language vocabulary knowledge is low, and the level of the female students in English language vocabulary knowledge is better than the boys’ level. Applications/Improvements: Therefore, the study recommends that a Multimedia Technology (Augmented Reality) as a tool to improve students’ vocabulary learning in a foreign language.