Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-24T04:42:04.146Z Has data issue: false hasContentIssue false
  • English
  • Français

Mobile-assisted language learning: A Duolingo case study

Published online by Cambridge University Press:  28 May 2019

Shawn Loewen Open the ORCID record for Shawn Loewen [Opens in a new window] ,
Dustin Crowther Open the ORCID record for Dustin Crowther [Opens in a new window] ,
Daniel R. Isbell Open the ORCID record for Daniel R. Isbell [Opens in a new window] ,
Kathy Minhye Kim Open the ORCID record for Kathy Minhye Kim [Opens in a new window] ,
Jeffrey Maloney Open the ORCID record for Jeffrey Maloney [Opens in a new window] ,
Zachary F. Miller Open the ORCID record for Zachary F. Miller [Opens in a new window]  and
Hima Rawal Open the ORCID record for Hima Rawal [Opens in a new window]
Shawn Loewen
Affiliation:
1Michigan State University, USA ([email protected])
Dustin Crowther
Affiliation:
2Oklahoma State University, USA ([email protected])
Daniel R. Isbell
Affiliation:
3Michigan State University, USA ([email protected])
Kathy Minhye Kim
Affiliation:
4Michigan State University, USA ([email protected])
Jeffrey Maloney
Affiliation:
5Northeastern State University, USA ([email protected])
Zachary F. Miller
Affiliation:
6United States Military Academyat West Point, USA ([email protected])
Hima Rawal
Affiliation:
7Michigan State University, USA ([email protected])
Get access Rights & Permissions [Opens in a new window]

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.

Keywords

Duolingomobile-assisted language learningMALLself-directed language learningTurkish
Type
Regular papers
Information
ReCALL , Volume 31 , Issue 3 , September 2019 , pp. 293 - 311
Copyright
© European Association for Computer Assisted Language Learning 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Burston, J. (2014a) MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4): 344–357. https://doi.org/10.1080/09588221.2014.914539CrossRefGoogle Scholar
Burston, J. (2014b) The reality of MALL: Still on the fringes. CALICO Journal, 31(1): 103–125. https://doi.org/10.11139/cj.31.1.103-125CrossRefGoogle Scholar
Burston, J. (2015) Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1): 4–20. https://doi.org/10.1017/S0958344014000159CrossRefGoogle Scholar
Casanave, C. P. (2012) Diary of a dabbler: Ecological influences on an EFL teacher’s efforts to study Japanese informally. TESOL Quarterly, 46(4): 642–670. https://doi.org/10.1002/tesq.47Google Scholar
Cerezo, L. (2016) Type and amount of input-based practice in CALI: The revelations of a triangulated research design. Language Learning & Technology, 20(1): 100–123. https://doi.org/10125/44448Google Scholar
Creswell, J. W. & Plano-Clark, V. L. (2011) Designing and conducting mixed methods research (2nd ed.). Thousand Oaks: SAGE.Google Scholar
Cunningham, K. J. (2015) Duolingo. TESL-EJ, 19(1): 1–9.Google Scholar
De Costa, P. I., Valmori, L. & Choi, I. (2017) Qualitative research methods. In Loewen, S. & Sato, M. (eds.), The Routledge handbook of instructed second language acquisition. New York: Routledge, 522–540.CrossRefGoogle Scholar
Duman, G., Orhon, G. & Gedik, N. (2015) Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197–216. https://doi.org/10.1017/S0958344014000287CrossRefGoogle Scholar
Duolingo. (n.d.) About us: Press. Retrieved from https://www.duolingo.com/pressGoogle Scholar
Falk, S. & Götz, S. (2016) Interactivity in language learning applications: A case study based on Duolingo. In Zeyer, T., Stuhlmann, S., and Jones, R. D. (eds.), Interaktivität beim Fremdsprachenlehren und -lernen mit digitalen Medien: Hit oder hype? Tübingen: Narr Francke Attempto Verlag GmbH + Co, 237–258.Google Scholar
Gass, S. M. & Mackey, A. (2015) Input, interaction, and output in second language acquisition. In VanPatten, B. & Williams, J. (eds.), Theories in second language acquisition: An introduction (2nd ed.). New York: Routledge, 180–206.Google Scholar
Godwin-Jones, R. (2011) Mobile apps for language learning. Language Learning & Technology, 15(2): 2–11.Google Scholar
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L. & Freynik, S. (2014) Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1): 70–105. https://doi.org/10.1080/09588221.2012.700315CrossRefGoogle Scholar
Heift, T. & Chapelle, C. A. (2012) Language learning through technology. In Gass, S. M. & Mackey, A. (eds.), The Routledge handbook of second language acquisition. Abingdon: Routledge, 555–569.Google Scholar
“Interview with Duolingo founder Luis von Ahn.” (2016) The Language Educator, 11(1): 15–17.Google Scholar
Isbell, D. R., Rawal, H., Oh, R. & Loewen, S. (2017) Narrative perspectives on self-directed foreign language learning in a computer- and mobile-assisted language learning context. Languages, 2(2): 4. https://doi.org/10.3390/languages2020004CrossRefGoogle Scholar
Krashen, S. (2014) Does Duolingo “trump” university-level language learning? The International Journal of Foreign Language Teaching, 9(1): 13–15.Google Scholar
Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL, 21(2): 157–165. https://doi.org/10.1017/S0958344009000202CrossRefGoogle Scholar
Kukulska-Hulme, A. (2012) Mobile-assisted language learning. In Chapelle, C. A. (ed.), The encyclopedia of applied linguistics. Hoboken: Blackwell Publishing. https://doi.org/10.1002/9781405198431.wbeal0768Google Scholar
Kukulska-Hulme, A., Lee, H. & Norris, L. (2017) Mobile learning revolution: Implications for language pedagogy. In Chapelle, C. A. & Sauro, S. (eds.), The handbook of technology and second language teaching and learning. Hoboken: John Wiley & Sons, 217–233.CrossRefGoogle Scholar
Levy, M. & Stockwell, G. (2006) CALL dimensions: Options and issues in computer-assisted language learning. Mahwah: Lawrence Erlbaum Associates.Google Scholar
Lord, G. (2015) “I don’t know how to use words in Spanish”: Rosetta Stone and learner proficiency outcomes. The Modern Language Journal, 99(2): 401–405. https://doi.org/10.1111/modl.12234_3CrossRefGoogle Scholar
Nielson, K. B. (2011) Self-study with language learning software in the workplace: What happens? Language Learning & Technology, 15(3): 110–129.Google Scholar
Pegrum, M. (2014) Mobile learning: Languages, literacies, and cultures. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137309815CrossRefGoogle Scholar
Petersen, K. & Sachs, R. (2016) The language classroom in the age of networked learning. In Leow, R. P., Cerezo, L. and Baralt, M. (eds.), A psycholinguistic approach to technology and language learning. Berlin: De Gruyter, 3–22.Google Scholar
Plonsky, L. & Ziegler, N. (2016) The CALL-SLA interface: Insights from a second-order synthesis. Language Learning & Teaching, 20(2): 17–37.Google Scholar
Rachels, J. R. & Rockinson-Szapkiw, A. J. (2018) The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1–2): 72–89. https://doi.org/10.1080/09588221.2017.1382536CrossRefGoogle Scholar
Reinders, H. & Benson, P. (2017) Research agenda: Language learning beyond the classroom. Language Teaching, 50(4): 561–578. https://doi.org/10.1017/S0261444817000192CrossRefGoogle Scholar
Reinders, H. & Pegrum, M. (2015) Supporting language learning on the move: An evaluative framework for mobile language learning resources. In Tomlinson, B. (ed.), SLA research and materials development for language learning. London: Taylor & Francis, 116–141.Google Scholar
Robertson, A. (2011) Duolingo will translate the internet while teaching languages. The Verge. http://www.theverge.com/2011/12/16/2639262/duolingo-translate-internet-teach-languagesGoogle Scholar
Rosell-Aguilar, F. (2018) Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning, 31(8): 854–881. https://doi-org.ezproxy.newcastle.edu.au/10.1080/09588221.2018.1456465CrossRefGoogle Scholar
Saldaña, J. (2016) The coding manual for qualitative researchers (3rd ed.). London: SAGE.Google Scholar
Schmidt, R. & Frota, S. (1986) Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In Day, R. R. (ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House, 237–326.Google Scholar
Shadiev, R., Hwang, W.-Y. & Huang, Y.-M. (2017) Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4): 284–303. https://doi.org/10.1080/09588221.2017.1308383CrossRefGoogle Scholar
Smith, C. (2018) 17 amazing Duolingo facts and statistics (April 2018). https://expandedramblings.com/index.php/duolingo-facts-statistics/Google Scholar
Van Deusen-Scholl, N. (2015) Assessing outcomes in online foreign language education: What are key measures for success? The Modern Language Journal, 99(2): 398–400. https://doi.org/10.1111/modl.12234_2CrossRefGoogle Scholar
Vesselinov, R. (2009) Measuring the effectiveness of Rosetta Stone: Final report. Queens College, City University of New York.Google Scholar
Vesselinov, R. & Grego, J. (2012) Duolingo effectiveness study: Final report. Queens College, City University of New York.Google Scholar
Vesselinov, R. & Grego, J. (2016) The Babbel efficacy study: Final report. Queens College, City University of New York.Google Scholar
Werbach, K. (2014) (Re)defining gamification: A process approach. In Spagnolli, A., Chittaro, L., and Gamberini, L. (eds.), Persuasive Technology: 9th International Conference, PERSUASIVE 2014, Padua, Italy, May 21–23, 2014. Proceedings. Cham: Springer, 266–272. https://doi.org/10.1007/978-3-319-07127-5_23CrossRefGoogle Scholar