The purpose of this research is to get the opinions of academics about augmented reality technology, which is one of the psychological and pedagogical innovative technologies to teach English to university students. In this study, the qualitative research method, one of the research methods and techniques, was used. The study group of the research consists of 25 academicians who teach English at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of academicians participating in the research do not use augmented reality applications in English education. Academics have made suggestions regarding the effect of using augmented reality, one of the innovative technologies in English education, on student achievements. These recommendations are that augmented reality applications increase a student's learning performance, provide a flexible learning environment, allow students to pay more attention to the lesson, enjoy the lessons more, increase students' curiosity about the lesson and increase students' desire to learn foreign languages. Students benefit from technology and different methods while learning to take advantage of it. In addition, it has been determined that the majority of academicians participating in the research tend to use augmented reality applications in English education. In line with the results obtained from the research, the necessity of creating English education curricula in universities in accordance with augmented reality technology has emerged.