Author(s)

Dan Xu

Faculty of International Studies, Henan Normal University, Xinxiang, China.

Aiming at the common problems of “dumb foreign language”, oral communication anxiety, low oral communication willingness and other common problems of oral English teaching effectiveness and low motivation. Taking the most advanced augmented reality technology as the starting point, starting from people’s basic psychological needs, experience and exploration needs, we study how augmented reality oral English teaching can meet the needs of learners through functional and experiential design, and at the same time stimulate learners’ intrinsic motivation and experience. Learn to invest. At present, research on augmented reality education generally lacks systematic research on the construction of the theoretical framework of augmented reality technology perception experience, teaching mode acceptance behavior research and teaching mode application research. Based on this, this paper first proposes the five-dimensional definitions of AR environmental presence, namely: spatial presence, immersion, reality, interaction and social presence. Further, a theoretical framework of augmented reality oral English teaching presence based on 3I characteristics and English teaching background is constructed. Finally, the correctness of the relationship among the proposed dimensions is systematically analyzed and discussed. This paper conducts in-depth research on the application of augmented reality technology in classroom teaching and online education from the aspects of perception, acceptance and application, which has great practical significance and theoretical value.

Augmented Reality, Oral English Teaching, 3I Characteristics, Presence Theory, Build Strategy

Xu, D. (2022) Research on the Construction Strategy of the Theoretical Framework of Presence in Oral English Teaching Based on Augmented Reality Technology. Creative Education, 13, 3162-3173. doi: 10.4236/ce.2022.1310200.