# The Effect of Web Augmented Reality on Primary Pupils' Achievement in English
## 6 Conclusions  
Primary school pupils should be supplied with new and interesting technology that could be used easily for learning English inside their classrooms and their home. The result of this study augmented our aim to work on integrating Web AR technology in school instructional material to keep the teaching methods in line with the tremendous technological growth and invest students' knowledge in this field.  
The long period of experiment study is significant, as the student's tendencies and acceptance of experiment tools require time and effort. In teaching English, Web AR technology helps pupils to improve their achievement and can create an enjoyable atmosphere and break classroom boredom. Using Web AR technology enables non-native pupils to listen to the pronunciation of the presented material and see it simultaneously. Moreover, having a lot of practice and opportunity in using the Web AR technology encourages pupils' brainstorming and arouses their interest by using words and imagination which eventually improve the pupil's performance in English.  
Web AR technology can be considered as easy to access, easy to use, scalable, secure, and platform/device independent. Although, there are technical challenges or limitations related to the ease of Web AR deployment due to the restrictions of web browsers capability and 3G/4G wireless networks. New emerging 5 G and B5G networks and the development in the field of JavaScript-based API can partially decrease many of the limitations.  
According to the obtained results and drawn conclusions, Iraqi Ministry of Education is recommended to supply the schools with the facilities and devices required for the employment of modern technology for teaching English to pupils. The directorates of education have to involve their EFL teachers into in service training workshops on the employment of the computer-aided technology inside their classroom. Primary school teachers are advised to use the Web AR technology in teaching EFL to enable their pupils learn the presented material easily.  
For further studies, a question may be aroused as to whether the primary educational institution employs enough new technologies that qualify pupils to integrate with the labor market in the future. Future research should consider the potential effects of Web AR on other sciences. Moreover, it will be important that future research study pupils' Web AR access log understand their usage patterns better.  
Methodology, H.A.H.; Software, M.H.A. and Q.A.H.; Validation, M.A.-H.; Formal analysis, Q.A.H.; Investigation, R.D.I.; Resources, R.D.I.; Data curation, M.A.-H. and Q.A.H.; Writing--original draft, H.A.H. and M.H.A.; Writing--review & editing, H.A.H. and N.T.M.; Visualization, N.T.M.; Supervision, H.A.H. All authors have read and agreed to the published version of the manuscript.  
This research received no external funding.  
All data were presented in the main text.  
The authors would like to thank all the participants in the experiments, children, their teachers and management staff, in particular [PERSON], [PERSON] and [PERSON] from Al-Noor Coeducational Private Primary School, SalahDeen, Iraq.  
The authors declare no conflict of interest.