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However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or research\u2010proven theories.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>This paper aims to explore the major constituents for achieving the successful outcomes of AR\u2010assisted oral communication, grounded in the theory\u2010based design model, and formulate theoretical guidelines to enhance the best practice facilitation process.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Starting from 255 sources, 25 studies from the ISI Web of Science were selected through rigorous screening processes based on the guidelines of the PRISMA statement. Furthermore, the researchers adopted qualitative content analysis and complementary quantitative descriptive analysis for data synthesis in accordance with four key variables of the established model.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and Conclusions<\/jats:title><jats:p>The results showed that the guided learner\u2010directed learning approach supported by constructionists and reflective learning mechanisms was identified as an effective pedagogical design. Additionally, educational practitioners could employ hybrid learning strategies, including situated, collaborative, self\u2010regulated and game\u2010based learning strategies, to facilitate effective verbal communication. Finally, besides augmenting location\u2010based content and facilitating contextual information and discussion, AR designers were advised to integrate personalised features such as self\u2010monitoring and evaluating and learner manipulation of virtual objects into system development to promote learners' locus of control and embodied cognition.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.13103","type":"journal-article","created":{"date-parts":[[2024,12,12]],"date-time":"2024-12-12T05:51:13Z","timestamp":1733982673000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Towards a Design of the Best Practices for <scp>AR<\/scp>\u2010Guided Oral Communication Development: A Systematic Review of Selected Research Published From 2000 to 2023"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2661-9333","authenticated-orcid":false,"given":"Keng\u2010Chih","family":"Hsu","sequence":"first","affiliation":[{"name":"Language Center, National Pingtung University of Science and Technology (NPUST)  Pingtung City Taiwan"},{"name":"Department of Foreign Languages &amp; Literature National Cheng Kung University (NCKU)  Tainan City Taiwan"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1592-6717","authenticated-orcid":false,"given":"Gi\u2010Zen","family":"Liu","sequence":"additional","affiliation":[{"name":"Language Center, National Pingtung University of Science and Technology (NPUST)  Pingtung City Taiwan"}]}],"member":"311","published-online":{"date-parts":[[2024,12,11]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.edurev.2016.11.002"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-981-10-2519-8_2"},{"volume-title":"A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives","year":"2001","author":"Anderson L. 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