Concepções de aprendizagem de línguas e o Duolingo: uma análise crítica sobre sua proposta e experiências de aprendizes

Marques-Schäfer, Gabriela; Orlando, A. A.

doi:10.17851/1983-3652.11.3.228-251

Cited by 10 publications

(7 citation statements)

References 9 publications

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“…The game-like features of Duolingo, such as gaining streaks, have been found to boost students' motivation [54], potentially contributing to improved performance among the participants in this study. Furthermore, students' perception of the application's ease of use aligns with previous research findings in the field [55]. Duolingo is claimed to keep users engaged and more motivated, which is supported by a considerable amount of research [56,57].…”

Section: Duolingosupporting

confidence: 74%

“…Loewen and colleagues [18] (2019) identified a relationship between utilizing Duolingo for learning a language and enhanced results on a comprehensive examination evaluating listening, speaking, writing, reading and lexico-grammatical proficiency. Users of Duolingo reported a notably high level of contentment derived from the application's utilization [55,58]. Several studies highlighted participants' positive perceptions of Duolingo as a beneficial tool [59].…”

Section: Duolingomentioning

confidence: 99%

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Integrating Mobile Technologies: Two Stage Study on Academic Performance and Social Presence

Ergün-Elverici

2023

Sustainability

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The ubiquity of mobile technologies has sparked interest in their potential impact. However, current research predominantly concentrates on adults, neglecting the younger demographic that is more profoundly immersed in mobile technologies. To bridge this gap, this study introduces a specialized instructional design, integrating the widely used application Duolingo into English classes, to explore the ramifications of mobile technologies on the academic performance and social presence of high school students in their initial years. Conducted within a private school where English is mandatory, the research adopts a mixed-method approach, with quantitative and qualitative facets. Data collection comprises a needs analysis, a standardized English test (KET), a social presence scale and follow-up interviews. Participants were selected using purposive sampling, 16 students each for the experimental and control groups. Semi-structured interviews were conducted with eight voluntary participants. Analysis techniques, including t-tests for the social presence scale, descriptive analysis for interviews, and grading for exam results were applied. Noteworthy distinctions in students’ academic performances were revealed through effect size measurements in writing (0.78), listening (1.01), and speaking (0.82), with a minor change in reading (−0.1). Additionally, a significant variation in social presence emerged (t = −9.194; p < 0.05). Qualitative themes emerged, highlighting Duolingo’s entertainment value, curriculum alignment, content diversity, accessibility, parental consent, and teacher guidance. Quantitative results demonstrated Duolingo’s positive impact on academic performance, while qualitative insights reflected students’ enthusiasm for its integration. Findings invite a critical examination of the role of such technologies, prompting inquiries into their potential advantages and challenges.

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Section: Duolingosupporting

confidence: 74%

Section: Duolingomentioning

confidence: 99%

Integrating Mobile Technologies: Two Stage Study on Academic Performance and Social Presence

Ergün-Elverici

2023

Sustainability

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“…Moreover, the game-like features of Duolingo such as gaining streaks may increase students' motivation (Huynh et al, 2018) and this may have helped the students in this study to increase their performance. Besides, students' finding the application easy to use is also aligned with the studies in the field (Marques-Schafer & da Silva Orlando, 2018). Furthermore, it is seen that students who experienced Duolingo as part of their English classes found it beneficial suggesting positive outcomes of the intervention.…”

Section: Discussionmentioning

confidence: 55%

The Role of Mobile Technologies in Blended Learning Environments

Elverici

2023

YED

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Mobile technologies exist in a wide spectrum and have a great impact on today’s world. One of the reasons of mobile technologies’ becoming a vital part of everyday life may be various features they possess such as easy access to content with no time and limit boundaries. This has brought up the question whether they may assist language learning. Considering Web 2.0 tools in the context of mobile technologies, for this study a well-known Web 2.0 tool has been chosen to investigate its effects, Duolingo, on students’ academic performance when used in blended learning settings to support formal language education. The academic performance levels of students are determined before and after the intervention in a high school in accordance with an instructional design prepared to support students in and out of school hours. Data were analyzed by using descriptive analyses techniques. The results of the study are discussed considering the significant difference in students’ academic performance after the intervention. It can be concluded that there are possible advantages of integrating a Web 2.0 tool in blended learning contexts.

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“…In other words, Duolingo is limited by its method of language teaching and the range of techniques it uses to deliver instruction (Shulman, 1986). Some learners in Marques‐Schafer and da Silva Orlando's (2018) study reported wanting more explicit grammatical feedback. In other words, there are also limitations to the way in which Duolingo represents content to learners to facilitate learning (Shulman, 1986).…”

Section: Can Artificial Intelligence Replace Language Teachers?mentioning

confidence: 97%

Has artificial intelligence rendered language teaching obsolete?

Handley

2024

The Modern Language Journal

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An applied linguist with a specialization in computer-assisted language learning (CALL), I was keen to read Richard Kern's (2024, this issue) Perspectives column, "Twenty-first century technologies and language education: Charting a path forward." In this article, Kern identifies several possible directions language learning and teaching might take following the COVID-19 pandemic and recent technological advances. With an interest in how artificial intelligence (AI), specifically speech technologies, might be harnessed to facilitate language learning and teaching dating back to the first wave of AI (Handley, 2006(Handley, , 2009Handley & Hamel, 2005), I was particularly interested in Kern's perspectives on the impact the second wave of AI is having on language learning and teaching. As Kern points out, language and technology are intrinsically related. This has never more so been the case than for AI, the aim of which was originally to develop "machines [that can] use language, form abstractions and concepts, solve kinds of problems now reserved for humans, and improve themselves" (McCarthy et al., 1955, p. 2). As such, Kern draws our attention to the existential threat AI poses to language teaching and the need to learn a language in the first place. In the United Kingdom, like the United States, we find ourselves in a language learning crisis with the uptake of modern foreign languages (MFL) at General Certificate of Secondary Education (GCSE; i.e., primary and secondary schooling) long in decline and more than 10 university language departments closing over the last 20 years (Kenny & Barnes, 2019). I would therefore like to take this opportunity to explore in more depth whether "artificial intelligence (AI) programs like ChatGPT have all but rendered obsolete the need for personal instruction in languages other than English" (Kern, 2024, this issue, p. 516).Perhaps it is my background in language engineering, the design of software systems that perform tasks that are dependent on processing human language (Cunningham, 1999), but I believe language educators need a more in-depth understanding of what AI is and how it works to fully appreciate the extent to which AI can replace language teachers and the need to learn a foreign language. After exploring what makes a good language teacher, I explore what AI is and the range of AI technologies that might be deployed in language teaching, before discussing the extent to which AI might replace language teachers.

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Concepções de aprendizagem de línguas e o Duolingo: uma análise crítica sobre sua proposta e experiências de aprendizes

Cited by 10 publications

References 9 publications

Integrating Mobile Technologies: Two Stage Study on Academic Performance and Social Presence

Integrating Mobile Technologies: Two Stage Study on Academic Performance and Social Presence

The Role of Mobile Technologies in Blended Learning Environments

Has artificial intelligence rendered language teaching obsolete?

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