Technology has played an irreplaceable role in improving the quality of education. In the field of language teaching, the use of current technologies seems necessary. Augmented reality (AR) and virtual reality (VR) are among the latest technologies serving education. In the field of language teaching, AR and VR have not been studied and exploited properly, and the number of studies intended to evaluate the effectiveness of these tools in teaching different language skills is partially unsatisfactory. In this study, while examining VR and AR’s effect on learning and recalling English vocabulary, the relationship between these platforms and participants’ intrinsic motivation is also investigated. A sample of 48 Iranian male students from a senior high school in East Azerbaijan was selected to this end. They were assigned to three groups, including two experimental groups and one control group. Each experimental group was instructed based on the specific content designed and developed by the researcher, while the control group was instructed based on the traditional instructions. After eight treatment sessions, two post-tests, one in multiple-choice formats, the other in fill-in-blank format was administered to assess the participants’ receptive and productive vocabulary recall. The one-way analysis of variance techniques mentioned above to analyze the data. Correlation and chi-square were used to analyze the data coming from the Intrinsic Motivation (IM) questionnaire. The results indicated that the differences among the effects of the above-mentioned techniques are statistically significant on receptive vocabulary recall. However, in the productive recall, VR was not much effective at least toward AR. On the other hand, the questionnaire results indicated that AR- and VR-assisted learning inspired the participants’ intrinsic motivation and intention to participate in the learning process. These findings can have implications for teachers, curriculum designers, and ma
