Recently, there has been a growing interest in leveraging cutting-edge technologies, such as augmented reality (AR) and virtual reality (VR), to enhance language learning. However, a gap is noted in longitudinal studies examining teachers’ sustained use, evolving perceptions, and longterm integration of these tools in primary English for speakers of other languages (ESOL) instruction. To address this gap, this research presents a mixed-methods case study that explores the experiences of six primary teachers as they embedded AR and VR within ESOL lessons in a private school in Qatar over a nine-month period. Using the Technological Pedagogical and Content Knowledge (TPACK) framework, the Substitution, Augmentation, Modification, and Redefinition (SAMR) model and the Awareness, Desire, Knowledge, Ability, and Reinforcement (ADKAR) change management model as sensitising concepts, this study examined how teacher participants perceived these disruptive technologies, incorporated them into their teaching practices, and evolved in their beliefs. Teachers’ trajectories were shaped by two intersecting processes: cycles of resistance to adaptation and gradual shifts in pedagogical beliefs. Initial doubts related to uncertainty, added workload, and unreliable technology eased as structured, sequenced classroom use generated evidence that AR and VR could align with teachers’ values and support ESOL learning goals. Qualitative and quantitative data were collected primarily through focus groups, semi-structured interviews, and classroom observations. Qualitative methods captured 3 teachers’ nuanced, subjective experiences of AR and VR integration, while quantitative data provided additional contextual insights into emerging patterns. Adopting a constructivist grounded theory approach, this research uncovers several key findings. It details the evolution of teachers’ attitudes, perceptions, and instructional practices, highlighting the pedagogical potential of AR and VR in ESOL teaching, as well as the practical complexities of implementation. A significant outcome is the emergence of the AR- and VR-Enhanced Pedagogical Transformation Model, a case-derived, empirically grounded conceptual model that offers a context-grounded account of how immersive technologies shape pedagogical change in primary ESOL contexts. The study contributes to the field by deepening the understanding of the challenges primary teachers may encounter when implementing AR and VR. It also identifies actionable strategies to manage change, reshape teacher perceptions, and inform the design of professional development initiatives. The findings offer practical guidance for educators and instructional leaders and provide policy-relevant insights on technology integration, curriculum design, resource allocation, and teacher training, which may support more sustainable adoption of emerging technologies in comparable educational contexts.
From Adoption to Pedagogical Change: A Longitudinal Mixed-Methods Case Study of Augmented Reality and Virtual Reality Integration in Primary TESOL - Identifier: 6958
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