Beyond the Ratings: Exploring Duolingo's Perceived Usefulness Among Language Learners

Document Type : Original Article

Authors

Razi University

Abstract

Despite the surge in popularity of language learning apps like Duolingo, a significant research gap exists in understanding their pedagogical effectiveness from the user’s viewpoint. This study addresses this gap by employing a two-phased qualitative method to investigate how learners perceive Duolingo’s pedagogical effectiveness. The first phase involved thematic analysis of 268 user comments collected systematically from app stores to identify recurring themes. In the second phase, semi-structured interviews were conducted with nine Iranian EFL learners who used Duolingo as a supplementary tool for eight weeks to gain in-depth contextualized insights. MAXQDA software was used for thematic analysis to uncover patterns and insights from the data. The results reveal that while Duolingo is appreciated for its engaging gamified approach, it is criticized for its excessive focus on gamification, insufficient explicit grammar instruction, and unrealistic language content. The study further suggests that Duolingo is best used as a supplementary tool to traditional learning methods, underlining the need for additional resources to support comprehensive language learning. The findings emphasize the importance of critically evaluating language learning apps to ensure they meet educational needs, offering valuable guidance for learners, educators, and app developers

Keywords

Main Subjects

References

Abdeen, F., & Albiladi, W. (2021). Gamification and technology-based learning: Uncovering the potential of using games in language teaching and learning. Journal of Studies in Education, 11(2), 62. https://doi.org/10.5296/jse.v11i2.18339
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage.
Astarilla, L. (2018). University Students’ Perception Towards the Use of Duolingo Application in Learning English. In CelSciTech-UMRI 2018 Conference Proceedings (Vol. 3, Sep. 2018). STMIK-AMIK Riau, Pekanbaru, Riau, Indonesia.
Bader, M., Cloarec, M., Goumy, M., & Hussein, D. (2022). The advantages and limits of gamification mechanisms: A Duolingo case study. Retrieved from https://comtechp7.hypotheses.org/files/2022/09/The-Advantages-and-Limits-of-Gamification-Mechanisms-A-Duolingo-Case-Study.pdf
Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: A literature review 2011-2019. The EUROCALL Review, 28(1), 57.
Buenaño, C., Trujillo, E., Pazmiño, S., & Carvajal, S. (2023). Fostering English vocabulary learning through gamification strategy: A preliminary study. Concienciadigital, 6(1.4), 60-78 .
Burston, J. (2013). Mobile assisted language learning: A review of the research. Computer Assisted Language Learning, 26(4), 303–321.
Burston, J. (2013). Mobile assisted language learning: A review of the research. Computer Assisted Language Learning, 26(4), 303–321.
Burston, J. (2015). Mobile assisted language learning: Concepts, research, and practice. Routledge.
Chen, G., Wang, F., & Li, X. (2020). Mobile assisted language learning: A systematic review of research from 2008 to 2018. Computer Assisted Language Learning, 33(3), 219-242.
Devendren, A., & Nasri, N. B. M. (n.d.). Systematic Review: Students’ Perceptions of the Use of Gamification. International Journal of Academic Research in Business and Social Sciences, 12(8), 14268. https://doi.org/10.6007/ijarbss/v12-i8/14268
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Faradisa, L., Afrila, I., Faroh, I., & Choirunnisa, G. (2022). The use of Duolingo to assist EFL students of Prof. KH. Saifuddin Zuhri State Islamic University in learning vocabulary. Conference on English Language Teaching, 2, 14-25. https://doi.org/10.24090/celti.v2.29
Gimeno-Sanz, A., Martinez-Fernandez, M., & Hernandez-Castro, J. L. (2020). Towards a new educational paradigm: Mobile-assisted language learning in higher education. Computer Assisted Language Learning, 33(2), 165-186.
 
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. https://doi.org/10.1109/hicss.2014.377
Hassan, M., Emam, H., & Sayed, F. (2023). Using gamification to enhance sixth grade pupils’ motivation. Scientific Journal of the Faculty of Education, University of Wadi El-Gedid, 15(44), 226-239. https://doi.org/10.21608/sjsw.2023.288031
Hassan, M., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1588745
Ho, J. (2019). Discursive representations of domestic helpers in cyberspace. Discourse Studies, 22(1), 48–63. https://doi.org/10.1177/1461445619887539
Huynh, D., Zuo, L., & Iida, H. (2018). An Assessment of Game Elements in Language-Learning Platform Duolingo. 2018 4th International Conference on Computer and Information Sciences (ICCOINS), 1-4. https://doi.org/10.1109/ICCOINS.2018.8510568.
Irwit Santi, L., Hilal, A., & Rismiyanto (2023). Review of Duolingo Application in Learning English. Channing: Journal of English Language Education and Literature.
Jiang, X., Rollinson, J., Plonsky, L., Gustafson, E., & Pająk, B. (2021). Evaluating the reading and listening outcomes of beginning‐level Duolingo courses. Foreign Language Annals, 54(4), 974-1002. https://doi.org/10.1111/flan.12600
Kazu, I. Y., & Kuvvetli, M. (2022). Improve speaking skills with Duolingo’s mobile game-based language learning. Asian Journal of Education and Training, 10(1). https://doi.org/10.20448/edu.v10i1.5488
Khaled, A. E. (2021). The impact of using gamification on developing English language speaking skills among preparatory school students. Journal of Scientific Research in Education, 22(1), 388-405. https://doi.org/10.21608/jsre.2021.54341.1236
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile learning: Transforming education. Routledge.
Loewen, S., Crowther, D., Isbell, D., Kim, K., Maloney, J., Miller, Z., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31, 293 - 311. https://doi.org/10.1017/S0958344019000065.
Loewen, S., Smith, P., & Jones, R. (2020). Duolingo as a mobile assisted language learning tool: A mixed-methods study of Turkish language learners. Computer Assisted Language Learning, 33(4), 317-338.
Loewen, S., Smith, P., & Jones, R. (2020). Duolingo as a mobile assisted language learning tool: A mixed-methods study of Turkish language learners. Computer Assisted Language Learning, 33(4), 317-338 .
Marin-Pacurucu, B., & Argudo-Garzón, A. (2022). Gamification strategies and speaking fluency in EFL elementary students. Iustitia Socialis, 7(1), 77. https://doi.org/10.35381/racji.v7i1.1702
Mila, H., & Mahbub, M. (2022). An alternative board game to promote EFL learners’ grammatical skill. Enjourme (English Journal of Merdeka), 7(1), 78-87. https://doi.org/10.26905/enjourme.v7i1.7043
Mogavi, R., Guo, B., Zhang, Y., Haq, E., Hui, P., & Ma, X. (2022). When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App. Proceedings of the Ninth ACM Conference on Learning @ Scale. https://doi.org/10.1145/3491140.3528274.
Nurhisyam, R., Usman, S., Agussatriana, A., & Rofiqoh, R. (n.d.). University students’ perception in learning vocabulary through Duolingo. e-Journal of ELTS. https://doi.org/10.22487/elts.v10i3.3189
Nyazi, A. K. (2023). Students’ Perceptions of a Gamification in Higher Education. Journal of Educational and Psychological Sciences, 3(8), 23. https://doi.org/10.26389/ajsrp.y030823
Pham, A. T. V., & Nguyen, L. D. (2021). Students’ Perceptions of Gamification: A Case Study in Business Courses at an Institution of Higher Education. In _2021 3rd International Conference on Modern Educational Technology (pp. 1-6). Association for Computing Machinery. https://doi.org/10.1145/3468978.3468998
Phuong, T. (2020). Gamified learning: Are Vietnamese EFL learners ready yet? International Journal of Emerging Technologies in Learning (IJET), 15(24), 242. https://doi.org/10.3991/ijet.v15i24.16667
Rassaei, M. (2020). The use of mobile applications in language learning: A review of the literature. Computer Assisted Language Learning, 33(1), 5-26.
Richards, J. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621
Ritonga, M., Febriani, S., Kustati, M., Khaef, E., Ritonga, A., & Yasmar, R. (2022). Duolingo: An Arabic speaking skills’ learning platform for andragogy education. Education Research International, 1-9. https://doi.org/10.1155/2022/7090752
Sato, M., Watanabe, Y., & Shibata, T. (2020). Mobile assisted language learning in Japan: A survey of current trends and challenges. Computer Assisted Language Learning, 33(5), 403-421.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Silva, J., Oliveira, E., & Barbosa, G. (2015). Characterizing gamification strategies in educational mobile applications: a case study of duolingo. https://doi.org/10.1145/3148456.3148482.
Sukarya, D., Kamil, A., & Utami, P. (2022). The students’ experiences in implementing Duolingo-assisted listening learning. Jiip - Jurnal Ilmiah Ilmu Pendidikan, 5(10), 3941-3946. https://doi.org/10.54371/jiip.v5i10.972
Syafrizal, S., Cahyaningrum, N., & Syamsun, T. R. (2022). Duo Lingo application for teaching speaking skills class: Students’ perception of speech ability. International Database Engineering and Applications Symposium. https://doi.org/10.24256/ideas.v10i1.2881
Torres-Gastelú, C. A., Olguin-Barrera, A., & Angulo-Armenta, J. (2022). Perception of young university students on the acceptance of gamification in the learning process. In _2022 XII International Conference on Virtual Campus (JICV) (pp. 1-6). IEEE. https://doi.org/10.1109/JICV56113.2022.9934320
Wiyati, R., & Amelia, S. (2022). STUDENTS’ REFLECTION TOWARD LEARNING VOCABULARY USING DUOLINGO APPLICATION. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 4(1), 75-90. https://doi.org/10.37742/jela.v4i1.75
Yana, D. (2021). Applying Duolingo as English Learning Media: How do Students Perceive it? INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY.
Zeng, C., & Fisher, L. (2023). Opening the “black box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, 7(2), 283-307. https://doi.org/10.1177/20965311231171606
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790.
 
Technology Assisted Language Education
Volume 2, Issue 1
March 2024
Pages 57-70

Files

Share

How to cite

Statistics