Integrating improved technologies such as augmented reality (AR) within flipped classes has gained popularity among scholars. This study was carried out to examine the effect of AR-based instruction on English as a foreign language (EFL) learners’ speaking skills in online flipped and face-to-face classes. To this end, out of 65 students who had enrolled in the designated language program, 50 students were selected by the researcher based on their performance on the Cambridge English Placement test, and the selected participants were randomly assigned into the face-to-face or online flipped groups. For the treatment, both groups received the same AR application, teaching material, and teaching strategies. The only difference between the two groups was the learning context. After the treatment sessions, both the online flipped and face-to-face groups participated in a post-test. According to the results, although all participants’ speaking ability improved at the end of the course, the online flipped group showed a statistically significant difference in their speaking post-test. The obtained results in this study could pave the way for teachers and students to benefit from implementing flipped classes using AR technology.

在翻转课程中集成增强现实 (AR) 等改进技术已在学者中广受欢迎。本研究旨在检验基于 AR 的教学对在线翻转和面对面课程中英语作为外语 (EFL) 学习者口语技能的影响。为此，在参加指定语言课程的 65 名学生中，研究人员根据他们在剑桥英语分班考试中的表现选出了 50 名学生，被选中的参与者被随机分配到面对面或在线翻转组。对于治疗，两组都接受了相同的 AR 应用程序、教材和教学策略。两组之间的唯一区别是学习环境。疗程结束后，在线翻转组和面对面组都参加了后测。结果显示，虽然所有参与者的口语能力在课程结束时都有所提高，但在线翻转组的口语后测差异具有统计学意义。本研究获得的结果可以为教师和学生从使用 AR 技术实施翻转课堂中受益铺平道路。