# The Effect of Web Augmented Reality on Primary Pupils' Achievement in English
## 2 Background and Related Works
### English in Augmented Reality Applications  
The following recent prominent studies on AR and English primary education were collected according to a systematic search.  
The study on [7] aimed to help third-grade primary school students to spell and learn English vocabulary. It was designed to answer the question, \"Do learning styles matter?\" It aimed to investigate the effectiveness of students with different learning styles. Two teaching methods were used, the self-directed learning approach, where the teaching did not restrict the learning sequence, and the task-based learning approach, which limits the research questions. The study concluded that both methods had similar and high learning effectiveness. The study did not mention the period of the experiment, the number of vocabularies used in the study, the operating system used, and the sample of the EG was limited.  
The study on [8] aimed to investigate the effectiveness of English as a Second Language (ESL) with a mobile-based AR application. Face-to-face interviews with the teachers and students show that AR in ESL has some unique advantages. The interview was adopted to collect the require data, which was considered an inaccurate way, especially for primary school students.  
The researchers of [9] developed a digital game-based learning system based on AR, and selected elementary English letters and common vocabulary as the teaching materials to develop a game system for English learning. The study aimed to improve motivation and effectiveness of learning English vocabulary. The researchers did not mention the experiment period or the number of vocabularies used in the study. The study concluded that digital game-based learning can improve the motivation of learning English vocabulary.  
The writers on [10] explored children's experience in terms of knowledge gain and enjoyment when learning through a combination of AR and speech recognition technologies. The proposed teaching strategy was effective in teaching colors and shapes. The results were satisfying, according to what the writers concluded. The writers on [11] investigatedthe effect of multi-sensory AR on students' motivation in English language learning. The period of the study was 10 weeks. The writers concluded that the combination of multi-sensory and AR is effective and can motivate students for learning English.  
However, the period of their studies is less than one month. Except for [11] study that last for 10 weeks. Whereas, it is constant in English teaching methods that pupils' psychological, social, and emotional aspects are not affected by a short duration [12], especially the tendency and direction [13]. Moreover, all previous studies relied on the pretest to ensure that the pre-performance of the EG and CG is equal. Furthermore, they have not equalized the involved sample in other factors, such their age and their parents' academic attainment. The current study is conducted in Iraq, which is considered a developing country. Thus, the investigation of the parents' academic attainment is essential. Home-based parental involvement can affect children's performance and engagement at school [14; 15]. Previous studies have not adequately describe the instructional material or the number of AR the English vocabulary conducted in the experiment. Also, they have not explain the traditional method used for learning EFL or ESL.