The objective of this study is to determine the effect of augmented reality compared to traditional approaches for language learning in primary education.  We reported BodoAR, a marker-based AR application suitable for teaching the Bodo language, a tribal language of India in this work. The proposed application was developed using UNITY. To find the efficacy of the proposed BodoAR, five research questions were formed. An empirical study was conducted in five primary schools on two distinct user groups: native and non-native speakers of the Bodo language. All the participants were again randomly divided into two other groups- the experimental and the control group. A mixed-method approach was employed to collect the data, utilizing quantitative and qualitative methodologies. Analysis of empirical data shows native Bodo speakers' learning - in terms of academic achievements was significantly improved using the proposed application. For non-native students, experimental groups performed better than the controlled group. Both the native and non-native experimental groups experienced low anxiety, positive attitudes, and high levels of satisfaction while using the BodoAR application. Additionally, the academic achievements and attitudes of the native students in the experimental group were positively and significantly correlated. In contrast, the achievement of non-native students exhibits a positive and significant relationship with usability. The findings show increased satisfaction and academic performance among students who used the BodoAR application, affirming its effectiveness in enhancing Bodo language learning for primary school children. Thus, AR can be a useful tool for incorporating into children’s language learning for children.