Background: AR allows users to experience a digital world that blends seamlessly with the physical world, creating an immersive and interactive experience. This is directly in line with the principles of Situated Learning Theory (SLT) that aim to put students in authentic situations in which they can be actively immersed in real-world activities. However, there is still a lack of research and practical guidelines on how to effectively use AR as a teaching aid in the English as a Foreign Language (EFL) classroom to enhance different aspects of language teaching. Objectives: This study investigates the effects of a listening course based on SLT and designed by using AR technology. Methods: The participants of the study were 84 fifth-grade students in three private secondary schools in Ankara, Türkiye. It was a quasi-experimental study with three control groups and three experimental groups. Results and Conclusions: The students who used AR had significantly better English listening performance compared to other students who used traditional methods. The students expressed a positive attitude towards the use of AR in courses, finding it enjoyable and motivating, and stating that it helped them concentrate on listening courses. They also expressed a willingness to see AR technology in their other lessons and found it easy to use AR technology on their mobile devices, without experiencing any anxiety. The main contribution of this study to the field is that it provides empirical evidence of AR's effectiveness in improving listening performance and fostering positive attitudes among EFL students as well as practical insights for language teachers.