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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Veröffentlicht in:	ReCALL (Cambridge, England) Jg. 31; H. 3; S. 293 - 311
Hauptverfasser:	Loewen, Shawn, Crowther, Dustin, Isbell, Daniel R., Kim, Kathy Minhye, Maloney, Jeffrey, Miller, Zachary F., Rawal, Hima
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Cambridge, UK Cambridge University Press 01.09.2019
Schlagworte:	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
Online-Zugang:	Volltext
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