Advances in Social Sciences Research Journal – Vol. 8, No. 12 Publication Date: December 25, 2021 DOI:10.14738/assrj.812.11356. Abdelmagid, M., Abdullah, N. & Aldaba, A. M. A. (2021). Exploring the Acceptance of Augmented Reality Among Tesl Teachers and Students and its Effects on Motivation Level: A Case Study in Kuwait. Advances in Social Sciences Research Journal, 8(12). 23-34. Services for Science and Education – United Kingdom Exploring the Acceptance of Augmented Reality Among Tesl Teachers and Students and its Effects on Motivation Level: A Case Study in Kuwait Mohamed Abdelmagid Norillah bt Abdullah Abdulmajid Mohammed Abdulwahab Aldaba ABSTRACT Education research around the world has witnessed unprecedented technology integrated curriculum aiming at exploring the potentials of innovative technology tools on teaching and learning practices. Augmented Reality (AR) becomes the latest technology embedded in pedagogical strategies to enhance effective teaching and learning specifically in language. This study attempted to explore AR integration in English subject as a second language (ESL) in primary schools in Kuwait. The objectives were designed to explore: i. the perceived acceptance of teachers and students, ii. the strategies used by teachers in planning and implementing ESL classes using the AR, iii. students' and teachers’ motivation from the model of Attention, Relevance, Confidence & Satisfaction (ARCS), and iv. students' engagement. The study was designed as a case study via a qualitative approach by employing semi-structured individual interviews with two ESL teachers and eight students from two primary schools in Kuwait. It was also incorporated two observations for each school. To complement the pedagogical affordances of AR, the study proposed an AR-aided module. The findings reveal that teachers and students of AR classroom context have perceived acceptance not only from usefulness and ease of use but also the willingness to use AR in the future. The students' engagement is evidenced by their enjoyment and interest. The teachers' and students' motivation has been maximized. Lastly, the efficacy and practicality of the AR model framework incorporating the Theory of Acceptance Model (TAM), Situated Learning Theory (SLT), and ARCS were materialised. The study has extended TAM with effectiveness as an additional factor, spearhead towards practical importance of the designed module. Keywords: Augmented Reality, Educational Technologies, Motivation, Engagement, Teaching and learning, Technology-enhanced learning INTRODUCTION The utilization of technology tools and facilities has induced increasing improvement in teaching various subject matters in general and Teaching English as a Second Language (TESL) in particular. Advanced technologies have yielded plenty of gains in terms of TESL pedagogy by means of its interactivity, immediacy, collaboration, and numerous functional teaching/learning tools (Derakhshan, Salehi & Rahimzadeh, 2015). TESL practices have utilized diverse software programmes for maximising the learning outcomes of students particularly about language acquisition skills (listening, reading, speaking, and writing). Educational technology plays an outstanding role in delivering knowledge content and improving learning