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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Bibliographic Details
Published in:ReCALL (Cambridge, England) Vol. 31; no. 3; pp. 293 - 311
Main Authors: Loewen, Shawn, Crowther, Dustin, Isbell, Daniel R., Kim, Kathy Minhye, Maloney, Jeffrey, Miller, Zachary F., Rawal, Hima
Format: Journal Article
Language:English
Published: Cambridge, UK Cambridge University Press 01.09.2019
Subjects:
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 Access:Get full text
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Summary: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.
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ISSN:0958-3440
1474-0109
DOI:10.1017/S0958344019000065