Mobile-assisted language learning: A Duolingo case study

Abstract

The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.

Perceptions and Experiences of Mobile-Assisted Language Learning for IELTS Preparation: A Case Study of Indonesian Learners

“…Interestingly, one learner stated that certain mobile educational applicationssuch as British Council App, supported the learners to track their daily learning progress and offers -a reward like if we could achieve some goals from that games‖ (Mawar). This finding is consistent with that of [18] who mentioned the positive aspect of gamification in Duolingo, a foreign language learning application. However, a note of caution is due here since paying the test in advance and planning their IELTS practice timetable and progress can, therefore, be assumed as intrinsic motivation.…”

“…They reported that several tools and apps in their smartphone, for examples, YouTube, Spotify 1 , Podcast 2 , and Web Browser enable them to practice their listening and reading skills more conveniently across time and spaces, for examples, while waiting for the doctor, commuting by train or bus, and riding on a motorbike. This connects with Loewen et al's findings [18] who supported that the use of mobile phones had greatly advantaged their research participants to learn foreign languages in flexible ways anytime and anywhere.…”

“…Although similar studies around the world have researched the relation of mobile-assisted language learning to the influence of second language acquisition [6], [18], there are still limited research on this area in relation to EFL learners and IELTS preparation, particularly within Indonesian context. Therefore, these research questions aim to fill the gap in research.…”

“…As mobile computing devices, for example, smartphones and tablet computers, have grown popular among societies, it has affected the way the communities learn and acquire a [2]. Consequently, there has been a growth in the area of mobile-assisted language learning (MALL) in which language learners and enthusiasts use mobile technology to study languages [17], [18]. Particularly, it has become prominent for English as Foreign Language (EFL) learners [5], [8].…”

“…M-learning for language learners is mostly considered as self-regulated learning [8], [18], because it requires autonomous learning, sharing, knowledge construction, and thus language learners should be independent throughout the process [22]. The learners' abilities to appropriately decide on what, when, where, and how to learn is similarly important with their self-motivation -to behaviorally and cognitively engage in learning whenever/wherever they themselves realize it is needed‖ in order to have an effective mobile learning experience [23, p.367].…”