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The English proficiency of students in rural areas of China tends to be lowerthan that of their urban counterparts, owing to outdated teaching methods, alack of advanced technology resources, and low motivation for English learning.This study examines the impact of an Augmented Reality English Words Learning(AREWL) system on the learning motivation, achievement, behavioral patterns,and cognitive attainment of elementary school students in rural China. Thestudy explores whether student motivation varies with their level ofachievement and vice versa, and provides an analysis of behavioral patterns andcognitive attainment. The AREWL system employs 3D virtual objects, animations,and assessments to teach English pronunciation and spelling. Instructions areprovided in both English and Chinese for ease of use.  The sample group consisted of 20 students from grades 1 and 2, selected basedon low pretest scores, along with five non-native teachers. Data were collectedthrough pretests and posttests, questionnaires, surveys, video recordings, andin-app evaluations. Quantitative methods were used to analyze test scores andteacher opinions, while qualitative methods were employed to study studentbehavior and its relationship with cognitive attainment.  Results indicate that both teachers and students responded favorably to theAREWL system. Students exhibited both intrinsic and extrinsic motivation, whichcorrelated significantly with their learning achievements. While behavioralanalysis showed interactive engagement with the AREWL system, cognitiveattainment was found to be relatively low. The study concludes that AR-basedlearning applications can play an important role in motivating English learningamong young learners in China. The findings contribute to the field ofeducational technology by introducing a new AR-based English words learningapplication.

Impact of Augmented reality system on elementary school ESL learners in  country side of china: Motivations, achievements, behaviors and cognitive  attainment