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Yıl 2023, Cilt: 12 Sayı: 2, 159 - 173, 02.02.2024

Giulia Burlando

Öz

Kaynakça

  • Ajisoko, P. (2022). Using Duolingo apps to improve English reading comprehension of engineering students in Universitas Borneo Tarakan. Exposure: Jurnal Pendidikan Bahasa Inggris, 11(1), 1-6. https://doi.org/10.26618/exposure.v11i1.6452
  • Alfuhaid, S.R. (2021). The utilisation of Duolingo to enhance the speaking proficiency of EFL secondary school students in Saudi Arabia. English Language Teaching, 14(11), 9-15. https://doi.org/10.5539/elt.v14n11p9
  • Almufareh, M. (2021). The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6), 715-734. https://doi.org/10.1177/10468781211056511
  • Aulia, H.R., Wahjuningsih, E., & Andayani, R. (2020). The effect of Duolingo application on students’ English vocabulary mastery. English Language Teaching and Research Journal, 4(2), 29-37. https://doi.org/10.37147/eltr.v4i2.71
  • Bende, L. (2017). Encouraging high school students to become autonomous EFL learners: exploring the possibilities of Duolingo. EduLingua, 3(1), 53-65. https://doi.org/10.14232/edulingua.2017.1.4
  • Burke, D. M., & Shafto, M. A. (2004). Aging and Language Production. Current Directions in Psychological Science, 13(1), 21-24. https://doi.org/10.1111/j.0963-7214.2004.01301000.x
  • Cesarini, A., Sulaeman, N.P., Mulyana, S.S., & Yolandri, V. (2021). Utilizing Duolingo in learning vocabulary. Paper presented at the International Conference on Education of Suryakancana (2021). Retrieved from https://www.researchgate.net/publication/353514447_PUBLIKASI_PROCEEDING_iCONNECT2021_rev_27_Feb_21_1
  • Duolingo (2023). Q2FY23 Press Release. Retrieved from https://investors.duolingo.com/financials#Quarterly-Results
  • Faradisa, L.H., Afrila, I.Y., Faroh, I.N., & Choirunnisa, G. (2022). The use of Duolingo to assist EFL students of Prof. KH. Saifuddin Zuhri State Islamic University in learning vocabulary. Paper presented at the Conference on English Language Teaching (CELTI 2022). https://doi.org/10.24090/celti.v2.29
  • García Botero, G., Questier, F., & Zhu, C. (2018). Self-directed language learning in a mobile-assisted, out-of-class context: Do students walk the talk?. Computer Assisted Language Learning, 32, 71-97. https://doi.org/10.1080/09588221.2018.1485707
  • Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological Science, 14(1), 31-38. https://doi.org/10.1111/1467-9280.01415
  • Hidayati, T., & Diana, S. (2019). Students’ motivation to learn English using mobile applications: The case of Duolingo and Hello English. JEELS (Journal of English Education and Linguistic Studies), 6(2), 189-213. https://doi.org/10.30762/jeels.v6i2.1233
  • Inayah, L., Yusuf, Q., & Fibula, N. (2020). Exploring undergraduate students’ perception toward the use of Duolingo in learning English. Humanities & Social Sciences Reviews, 8(3), 76-85. https://doi.org/10.18510/hssr.2020.839
  • Jiang, X., & Pajak, B. (2022). Reading and listening outcomes of learners in the Duolingo English course for Spanish speakers. Duolingo Research Report DRR-22-08. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/duolingo-english-efficacy-whitepaper.pdf
  • Jiang, X., Portnoff, L., Plonsky, L., & Pajak, B. (2022). Developing reading and listening proficiency with Duolingo: A cross-sectional analysis. Duolingo Research Report DRR-22-11. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/Duolingo_whitepaper_language_read_listen_A2_to_B1_2022.pdf
  • Jiang, X., Rollinson, J., Chen, H., Reuveni, B., Gustafson, E., Plonsky, L., & Pajak, B. (2021a). How well does Duolingo teach speaking skills?. Duolingo Research Report DRR-21-02. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/duolingo-speaking-whitepaper.pdf
  • Jiang, X., Rollinson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021b). 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
  • Klimova, B. (2018). Learning a Foreign Language: A Review on Recent Findings About Its Effect on the Enhancement of Cognitive Functions Among Healthy Older Individuals. Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00305
  • Klimova, B., & Pikhart, M. (2020). Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00765
  • Krashen, S. (2014). Does Duolingo “trump” university-level language learning? International Journal of Foreign Language Teaching, 9(1), 13-15. Retrieved from https://www.sdkrashen.com/content/articles/krashen-does-duolingo-trump.pdf
  • Kroll, J.F., & Dussias, P.E. (2017). The benefits of multilingualism to the personal and professional development of residents of the US. Foreign Language Annals, 50, 248-259. https://doi.org/10.1111/flan.12271
  • Kuklewicz, A., & King, J. (2018). "It's never too late": A narrative inquiry of older Polish adults' English language learning experiences. TESL-EJ, 22(3).
  • Li, L., & O’Rourke, B. (2022). Chinese second language learners’ perceptions of gamification in an informal learning environment: Duolingo as a case study. Educational Communications and Technology Yearbook, 183-201. https://doi.org/10.1007/978-981-16-8329-9_10
  • Marinova-Todd, S., Marshall, D., & Snow, C. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34, 9-34. https://doi.org/10.2307/3588095
  • Nurhisyam, R., Usman, S., Agussatriana, A., & Rofiqoh, R. (2023). University students’ perception in learning vocabulary through Duolingo. E-Journal of ELTS (English Language Teaching Society), 10(3), 295-305.
  • Putri, L. M. & Islamiati A. (2018). Teaching listening using Duolingo application. Journal of English Education, 1(4), 460-465. https://doi.org/10.22460/project.v1i4.p460-465
  • Skuta, P., & Kostolanyova, K. (2016). The inclusion of gamification elements in the educational process. Paper presented at the Eleventh international scientific conference on Distance Learning in Applied Informatics (DIVAI 2016), 421-429. https://doi.org/10.13140/RG.2.1.3026.7766
  • Sri Redjeki, I., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. Journal of English Educators Society, 6(1), 68-78. https://doi.org/10.21070/jees.v6i1.882
  • Sukarya, D., Kamil, A.B., & Utami, P.P. (2022). The students’ experiences in implementing Duolingo-assisted listening learning. Jurnal Ilmiah Ilmu Pendidikan, 5(10), 3941-3946. https://doi.org/10.54371/jiip.v5i10.972
  • Syahputra, M. (2019). Duolingo gamification: Does it reduce students’ grammatical errors in writing? Getsempena English Education Journal, 6(1), 1-12. https://doi.org/10.46244/geej.v6i1.858
  • Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. Retrieved from https://theowlapp.health/wp-content/uploads/2022/04/DuolingoReport_Final-1.pdf
  • Vinh, L.P. (2020). The effectiveness of using Duolingo for learning vocabulary of English-majored students in HUFI. Paper presented at the Workshop on Innovation in Language Teaching and Learning (WILTAL), Ho Chi Minh City, Vietnam. https://doi.org/10.5281/ZENODO.3947209
  • Warman, D.A.L. (2019). The effect of Duolingo on English as Foreign Language university students’ vocabulary mastery. Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019), 209-215. https://doi.org/10.5220/0009104502090215
  • White, L., & Genesee, F. (1996). How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12(3), 233-265. https://doi.org/10.1177/026765839601200301
  • Yates, L., Ziser, S., Spector, A., & Orrell, M. (2016). Cognitive leisure activities and future risk of cognitive impairment and dementia: Systematic review and meta-analysis.

Duolingo in University Settings: Fostering English Language Acquisition Among Adult and Senior Learners

Yıl 2023, Cilt: 12 Sayı: 2, 159 - 173, 02.02.2024

Giulia Burlando

Öz

Duolingo is a popular language-learning platform that offers a gamified and interactive approach to language acquisition. This case study discusses the use of Duolingo as a tool for teaching English as a foreign language (EFL). Specifically, it describes a 40-hour course held at the University of Genoa, Italy, which relied on Duolingo as the primary teaching approach. The course was delivered to a class of adult and senior learners aged 54 to 83, with a median age of 65. The English proficiency level of the class improved from an initial average of A0 to an average of A1 on the CEFR scale. Moreover, the study found that students experienced increased motivation and engagement, with evidence of successful language acquisition. Additionally, the course established the groundwork for sustained individual language improvement, highlighting the platform's potential for fostering language learning among mature learners. The research underscores the importance of a structured learning framework when using Duolingo for EFL instruction.

Anahtar Kelimeler

Teaching English as a Foreign Language (EFL) Duolingo in Academia Duolingo for Adult Learners and Seniors Gamified Language Learning Mobile Language Learning

Kaynakça

  • Ajisoko, P. (2022). Using Duolingo apps to improve English reading comprehension of engineering students in Universitas Borneo Tarakan. Exposure: Jurnal Pendidikan Bahasa Inggris, 11(1), 1-6. https://doi.org/10.26618/exposure.v11i1.6452
  • Alfuhaid, S.R. (2021). The utilisation of Duolingo to enhance the speaking proficiency of EFL secondary school students in Saudi Arabia. English Language Teaching, 14(11), 9-15. https://doi.org/10.5539/elt.v14n11p9
  • Almufareh, M. (2021). The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6), 715-734. https://doi.org/10.1177/10468781211056511
  • Aulia, H.R., Wahjuningsih, E., & Andayani, R. (2020). The effect of Duolingo application on students’ English vocabulary mastery. English Language Teaching and Research Journal, 4(2), 29-37. https://doi.org/10.37147/eltr.v4i2.71
  • Bende, L. (2017). Encouraging high school students to become autonomous EFL learners: exploring the possibilities of Duolingo. EduLingua, 3(1), 53-65. https://doi.org/10.14232/edulingua.2017.1.4
  • Burke, D. M., & Shafto, M. A. (2004). Aging and Language Production. Current Directions in Psychological Science, 13(1), 21-24. https://doi.org/10.1111/j.0963-7214.2004.01301000.x
  • Cesarini, A., Sulaeman, N.P., Mulyana, S.S., & Yolandri, V. (2021). Utilizing Duolingo in learning vocabulary. Paper presented at the International Conference on Education of Suryakancana (2021). Retrieved from https://www.researchgate.net/publication/353514447_PUBLIKASI_PROCEEDING_iCONNECT2021_rev_27_Feb_21_1
  • Duolingo (2023). Q2FY23 Press Release. Retrieved from https://investors.duolingo.com/financials#Quarterly-Results
  • Faradisa, L.H., Afrila, I.Y., Faroh, I.N., & Choirunnisa, G. (2022). The use of Duolingo to assist EFL students of Prof. KH. Saifuddin Zuhri State Islamic University in learning vocabulary. Paper presented at the Conference on English Language Teaching (CELTI 2022). https://doi.org/10.24090/celti.v2.29
  • García Botero, G., Questier, F., & Zhu, C. (2018). Self-directed language learning in a mobile-assisted, out-of-class context: Do students walk the talk?. Computer Assisted Language Learning, 32, 71-97. https://doi.org/10.1080/09588221.2018.1485707
  • Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological Science, 14(1), 31-38. https://doi.org/10.1111/1467-9280.01415
  • Hidayati, T., & Diana, S. (2019). Students’ motivation to learn English using mobile applications: The case of Duolingo and Hello English. JEELS (Journal of English Education and Linguistic Studies), 6(2), 189-213. https://doi.org/10.30762/jeels.v6i2.1233
  • Inayah, L., Yusuf, Q., & Fibula, N. (2020). Exploring undergraduate students’ perception toward the use of Duolingo in learning English. Humanities & Social Sciences Reviews, 8(3), 76-85. https://doi.org/10.18510/hssr.2020.839
  • Jiang, X., & Pajak, B. (2022). Reading and listening outcomes of learners in the Duolingo English course for Spanish speakers. Duolingo Research Report DRR-22-08. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/duolingo-english-efficacy-whitepaper.pdf
  • Jiang, X., Portnoff, L., Plonsky, L., & Pajak, B. (2022). Developing reading and listening proficiency with Duolingo: A cross-sectional analysis. Duolingo Research Report DRR-22-11. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/Duolingo_whitepaper_language_read_listen_A2_to_B1_2022.pdf
  • Jiang, X., Rollinson, J., Chen, H., Reuveni, B., Gustafson, E., Plonsky, L., & Pajak, B. (2021a). How well does Duolingo teach speaking skills?. Duolingo Research Report DRR-21-02. Retrieved from https://duolingo-papers.s3.amazonaws.com/reports/duolingo-speaking-whitepaper.pdf
  • Jiang, X., Rollinson, J., Plonsky, L., Gustafson, E., & Pajak, B. (2021b). 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
  • Klimova, B. (2018). Learning a Foreign Language: A Review on Recent Findings About Its Effect on the Enhancement of Cognitive Functions Among Healthy Older Individuals. Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00305
  • Klimova, B., & Pikhart, M. (2020). Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00765
  • Krashen, S. (2014). Does Duolingo “trump” university-level language learning? International Journal of Foreign Language Teaching, 9(1), 13-15. Retrieved from https://www.sdkrashen.com/content/articles/krashen-does-duolingo-trump.pdf
  • Kroll, J.F., & Dussias, P.E. (2017). The benefits of multilingualism to the personal and professional development of residents of the US. Foreign Language Annals, 50, 248-259. https://doi.org/10.1111/flan.12271
  • Kuklewicz, A., & King, J. (2018). "It's never too late": A narrative inquiry of older Polish adults' English language learning experiences. TESL-EJ, 22(3).
  • Li, L., & O’Rourke, B. (2022). Chinese second language learners’ perceptions of gamification in an informal learning environment: Duolingo as a case study. Educational Communications and Technology Yearbook, 183-201. https://doi.org/10.1007/978-981-16-8329-9_10
  • Marinova-Todd, S., Marshall, D., & Snow, C. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34, 9-34. https://doi.org/10.2307/3588095
  • Nurhisyam, R., Usman, S., Agussatriana, A., & Rofiqoh, R. (2023). University students’ perception in learning vocabulary through Duolingo. E-Journal of ELTS (English Language Teaching Society), 10(3), 295-305.
  • Putri, L. M. & Islamiati A. (2018). Teaching listening using Duolingo application. Journal of English Education, 1(4), 460-465. https://doi.org/10.22460/project.v1i4.p460-465
  • Skuta, P., & Kostolanyova, K. (2016). The inclusion of gamification elements in the educational process. Paper presented at the Eleventh international scientific conference on Distance Learning in Applied Informatics (DIVAI 2016), 421-429. https://doi.org/10.13140/RG.2.1.3026.7766
  • Sri Redjeki, I., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. Journal of English Educators Society, 6(1), 68-78. https://doi.org/10.21070/jees.v6i1.882
  • Sukarya, D., Kamil, A.B., & Utami, P.P. (2022). The students’ experiences in implementing Duolingo-assisted listening learning. Jurnal Ilmiah Ilmu Pendidikan, 5(10), 3941-3946. https://doi.org/10.54371/jiip.v5i10.972
  • Syahputra, M. (2019). Duolingo gamification: Does it reduce students’ grammatical errors in writing? Getsempena English Education Journal, 6(1), 1-12. https://doi.org/10.46244/geej.v6i1.858
  • Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. Retrieved from https://theowlapp.health/wp-content/uploads/2022/04/DuolingoReport_Final-1.pdf
  • Vinh, L.P. (2020). The effectiveness of using Duolingo for learning vocabulary of English-majored students in HUFI. Paper presented at the Workshop on Innovation in Language Teaching and Learning (WILTAL), Ho Chi Minh City, Vietnam. https://doi.org/10.5281/ZENODO.3947209
  • Warman, D.A.L. (2019). The effect of Duolingo on English as Foreign Language university students’ vocabulary mastery. Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019), 209-215. https://doi.org/10.5220/0009104502090215
  • White, L., & Genesee, F. (1996). How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12(3), 233-265. https://doi.org/10.1177/026765839601200301
  • Yates, L., Ziser, S., Spector, A., & Orrell, M. (2016). Cognitive leisure activities and future risk of cognitive impairment and dementia: Systematic review and meta-analysis.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Articles
Yazarlar

Giulia Burlando 0009-0005-8330-0272

Yayımlanma Tarihi 2 Şubat 2024
Gönderilme Tarihi 20 Ekim 2023
Kabul Tarihi 1 Şubat 2024
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 2

Kaynak Göster

APA Burlando, G. (2024). Duolingo in University Settings: Fostering English Language Acquisition Among Adult and Senior Learners. ELT Research Journal, 12(2), 159-173.
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