###### Abstract  
In non-English-speaking countries, students learning EFL (English as a Foreign Language) without a \"real\" learning environment mostly shows poor English-learning performance. In order to improve the English-learning effectiveness of EFL students, we propose the use of augmented reality (AR) to support situational classroom learning and conduct teaching experiments for situational English learning. The purpose of this study is to examine whether the learning performance of EFL students can be enhanced using augmented reality within a situational context. The learning performance of the experimental student group is validated by means of the attention, relevance, confidence, and satisfaction (ARCS) model. According to statistical analysis, the experimental teaching method is much more effective than that of the control group (i.e., the traditional teaching method). The learning performance of the experimental group students is obviously enhanced and the feedback of using AR by EFL students is positive. The experimental results reveal that (1) students can concentrate more on the practice of speaking English as a foreign language; (2) the real-life AR scenarios enhanced student confidence in learning English; and (3) applying AR teaching materials in situational context classes can provide near real-life scenarios and improve the learning satisfaction of students. augmented reality; AR; EFL students; learning performance; learning motivation; ARCS  
202010 785  
The curiosity and concentration of students can be evoked by applying innovative technologies. That is to say, incorporating digital technology into elementary and junior high school education, using innovative teaching methods, such as playing games to enhance student interest and learning performance, can make teaching more interesting [4]. In particular, applying augmented reality (AR) in educational contexts has become more and more popular, as it provides an interactive learning experience. It also allows for embedding artificial computer-generated artefacts throughout the \"real world,\" thus allowing students to experience learning content in the real world, rather than through a 2D-based system [5]. Regarding previous research on applying technology for language learning, [PERSON] and [PERSON] [6] focused on language-learning design and teaching activities. A total of 398 research papers from 2014 to 2019 have been reviewed, in which the most discussed were related to English-learning effectiveness. Considering 23 diverse technologies, including computer, network, and digital technologies, among others, games (49) and videos (37) were primarily taken for study [6]. With respect to language learning, they also mentioned that incorporating innovative technologies such as virtual reality, augmented reality, or wearable technology into the design of situational context education has been widely popularized and discussed [6,7]. Based on these papers, [PERSON] et al. [8] also demonstrated the effectiveness and validity of applying technology to language learning and teaching. While innovative technology has made a huge impact on language learning and teaching, other studies (e.g., pronunciation training-related research) have also supported the technology [8]. In order to speak English as a second language in Taiwan, students start to learn English in elementary school; however, even after going to university, most people still cannot communicate with foreigners who use English, in terms of both listening and speaking. It is difficult for students to learn English in non-English-speaking countries (i.e., EFL). When there is no \"real\" learning environment in EFL countries, traditional teaching methods may limit students' learning potential [9, 10, 11]. Thus, AR technology has been considered as the best solution for such learning issues. By using a smartphone or tablet, a student can have a one-to-one interactive conversation learning experience in the simulated context [12].