Abstract: Our study explores 42 university undergraduate students’ attitude toward learning from the integration of online comics creation tools and augmented reality authoring experience that can utilize different English skills for storytelling in a CALL class in a university in central Taiwan Based on the research data in the interview of percipients’ responses on responses We also evaluate participants’ actual language performance to detect their language and thought developments The study’s theoretical framework is derived from Vygotsky’s ‘the Functional Method of Double Stimulation’ and his Cultural-historical theories We utilized comics creation as the first layer of stimulation while applying AR authoring and storytelling for the second Comics strips are static, and AR props are animated Based on data analyzed and language performance evaluated, students did utilize higher psychological functions and externalized on their improved performance