Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo

  • Jiajia Kang Guangdong Polytechnic College
DOI: https://doi.org/10.18282/l-e.v10i2.2264
Keywords: Duolingo Mobile Learning, 16 Language Courses, Placement, Learning Combinations, Self-study, Blended Learning Context

Abstract

Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.

References

[1] Garcia,I. (2013). Learning a language for Free While Translating the Web. Does Duolingo Work?. International Journal Of English Linguistics,3(1).doi:10.5539/ijel.v3n1p19

[2] Hockly, N. (2016). Focus on learning technologies. Oxford University Press.

[3] Jarvis, H. (2015). From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use. TESL-EJ, 19(1).

[4] Pegrum, M. (2014). Mobile Learning : Languages, Literacies and Cultures. New York: Palgrave Macmillan.

[5] 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), 72–89.

[6] Vesselinov, R., &Grego, J. (2019). Duolingo Effectiveness Study. Retrieved from http://static .duolingo.com/s3/DuolingoReport_Final.pdf.

Published
2021-09-16
Issue
Vol. 10 No. 2 (2021)

Authors contributing to this journal agree to publish their articles under the  Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.