Mobile-assisted language learning: A Duolingo case study

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 t...

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Vydáno v:ReCALL (Cambridge, England) Ročník 31; číslo 3; s. 293 - 311
Hlavní autoři: Loewen, Shawn, Crowther, Dustin, Isbell, Daniel R., Kim, Kathy Minhye, Maloney, Jeffrey, Miller, Zachary F., Rawal, Hima
Médium: Journal Article
Jazyk:angličtina
Vydáno: Cambridge, UK Cambridge University Press 01.09.2019
Témata:
Achievement Gains
Case Studies
Classrooms
Computer Assisted Instruction
Computer assisted language learning
Computer Software
Correlation
Educational materials
Educational Objectives
Educational technology
Efficacy
Elementary School Students
Frustration
Handheld Devices
Independent Study
Instructional Effectiveness
Instructional materials
Language
Language acquisition
Language instruction
Language teachers
Learning
Learning Experience
Learning Motivation
Learning outcomes
Motivation
Persistence
Portable computers
Regular papers
Second Language Instruction
Second Language Learning
Smartphones
Standardized Tests
Study abroad
Teaching Methods
Telecommunications
Time on Task
Turkish
Turkish language
mobile-assisted language learning
self-directed language learning
Duolingo
MALL
Turkish
ISSN:0958-3440, 1474-0109
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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.
AbstractList 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.
Author Kim, Kathy Minhye
Crowther, Dustin
Miller, Zachary F.
Loewen, Shawn
Isbell, Daniel R.
Maloney, Jeffrey
Rawal, Hima
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Keywords mobile-assisted language learning
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Snippet The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a...
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SubjectTerms Achievement Gains
Case Studies
Classrooms
Computer Assisted Instruction
Computer assisted language learning
Computer Software
Correlation
Educational materials
Educational Objectives
Educational technology
Efficacy
Elementary School Students
Frustration
Handheld Devices
Independent Study
Instructional Effectiveness
Instructional materials
Language
Language acquisition
Language instruction
Language teachers
Learning
Learning Experience
Learning Motivation
Learning outcomes
Motivation
Persistence
Portable computers
Regular papers
Second Language Instruction
Second Language Learning
Smartphones
Standardized Tests
Study abroad
Teaching Methods
Telecommunications
Time on Task
Turkish
Turkish language
Title Mobile-assisted language learning: A Duolingo case study
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