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

Document Type : Original Article

Authors

Razi University

Abstract

Despite the growing popularity of language learning apps like Duolingo, there is a significant gap in research on their pedagogical effectiveness from the user's perspective. This study addresses this gap by employing a two-phased qualitative approach to understand how learners view Duolingo's pedagogical effectiveness. First, researchers conducted a 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 receive in-depth contextualized insights. MAXQDA software was utilized for thematic analysis to uncover patterns and insights from the data. Results indicate that while Duolingo is valued for its engaging gamified approach, it is often criticized for its excessive focus on gamification, insufficient explicit grammar instruction, and unrealistic language content. The study further suggests that Duolingo is best utilized as a supplementary tool to traditional learning methods, highlighting the need for additional resources to support comprehensive language learning. The findings underscore the importance of critically evaluating language learning apps to ensure they meet educational needs, providing valuable guidance for learners, educators and app developers.

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Technology Assisted Language Education
Volume 2, Issue 1
May 2024
Pages 58-72

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