Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English

Abstract

The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In addition, although students’ English learning motivation was found to have no influence on the amount of time spent in using the apps, their positive response toward using the apps was a potential indication to foster independent English learning outside the classroom. A further detailed finding was discussed along with important issues in the current trends of mobile language learning.

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

“…Another relevant problem for EFL learners concerns the limited contexts for communicating in English. Authentic input can help to promote learning attitudes, motivation and achievements (Hidayati & Diana, 2019; Huda, 2017; Monteiro & Kim, 2020). If instructional materials can be matched with authentic learning tasks and integrated into specific situations and meaningful contexts, their effectiveness can be enhanced (Yeh et al, 2020).…”

The Impact of Technology Hello English Application in Efl Classroom

“…Evidence must be remembered, refers to observation during research, they looked anthusiast tried to do exercise by their self both inside and outside classroom. Equally, it was proven the using this application made them spent their leisure time repeated task given by the teacher (Hidayati & Diana, 2019). Comparatively, students in the gadget era are easier understood, econcentrate and even more motivated to do in case of doing by their gadget.…”

“…In accordance with the phrase of the creator of this application, Alley (2016) aims to make users of this application easier to learn English about grammar, vocabulary and pronunciation as well as many more benefits that can be obtained by its users. To say nothing of (Hidayati & Diana, 2019) confirm that using mobile hello English Application might be raising students' motivation and independent way to learning English. By implementing vary technologies in learning English process are expected students to be hiring their own English competencies.…”

“…Evidence that must be remembered was the 46 participant of this study. Uniquely, (Hidayati & Diana, 2019) argue that the use of mobile Hello English Application could be motivate students independently outside of the classroom, since they could access it anywhere and anytime.…”

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

“…The integration of ICT within the context of Indonesian ELT was considered potential to change and improve its condition as teachers could have the resources to various learning activities, train students to have a more active role, and create student-centered learning experience (Hidayati, 2016). Moreover, mobile technologies were particularly indicated to be powerful to foster learner autonomy as learners can be given the responsibility to learn on their own while being out of school and far from the teacher (Hidayati & Diana, 2019;Pasaribu, 2018). Having complete access to learning materials and resources means that teachers are no longer the sole source of knowledge and information.…”