Mobile-assisted language learning: A Duolingo case study

TLDR

Mobile‑assisted language learning has expanded with mobile technologies, yet evidence of its effectiveness—especially for large‑scale commercial apps like Duolingo—is limited, with few independent studies addressing learner persistence, motivation, and program efficacy. The study investigates the semester‑long learning experiences and outcomes of nine Turkish learners using Duolingo. Nine participants used Duolingo to learn Turkish over a semester, allowing the researchers to track usage time and assess language gains. Participants improved on L2 measures, showing a moderate positive correlation between time spent on Duolingo and learning gains, and reported generally positive perceptions of flexibility and gamification, though motivation varied and some frustration with instructional materials emerged.

Abstract

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.