Duolingo as A Mobile-Assisted Language Learning: A New Supplementary of Learning Basic English Reading for EFL Students

Hegar Hakimantieq, Didi Suherdi, Wawan Gunawan

Abstract


It is undeniable, that the world of education is affected by technological advances this study discusses the process of using an already developed language learning online software, Duolingo, to supplement learning basic English reading for senior high school EFL students. A mixed approach of qualitative and quantitative data collection is followed in this research paper. The learners that consist of 10 students had used the software online for about 30 days, either on their smartphone or on their personal computer. Based on the questionnaire result survey, the students usually enjoy the learning process because of several factors; such as easiness of its accessibility, its game-based aspect, could discussion of the problem with other players, and interactive features and illustrations. The result of the assessment also conducted by http://efset.org shows that the Duolingo online language learning platform could help the students achieve more from the expected result of the basic English reading target needs to be based on the CEFR assessment standard result, in another fun and also still on the appropriate way for teaching English, especially in English reading. Based on the result, it is essential to consider that using online applications could be one of the appropriate ways and beneficial ways for students to achieve better results in learning, especially in learning the English language. 


Keywords


Duolingo, mobile application, assessment, reading

Full Text:

PDF

References


(n.d.), A. U. (2020). Duolingo. https://www.duolingo.com/press %0A

Ajisoko, P. (2020). he Use of Duolingo Apps to Improve English Vocabulary Learning. 149–155.

Bartley, J. M. (2005). ssessment is as assessment does: A conceptual framework for understanding online assessment and measurement. In Online assessment and measurement: Foundations and challenges. IGI Global., 1–45.

Benson, P. (2011). Defining online assessment for the adult learning market.

Bergstrom, B., & Lopes, S. (2003). The role of computer-based assessment in online learning.

Bergstrom, B., Fryer, J., & Norris, J. (2011). Defining online assessment for the adult learning market (Second edi).

Black, P., & William, D. (2003). Assessment and classroom learning. Assessment in Education.

Bober, M. (2003). Online course delivery: Is meaningful evaluation possible? Distance Education.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Person Education. Language assessment.

Brown, H. D. (2016). dvantages and Disadvantages of Using Mobile Devices in a University Language Classroom. 1–13.

DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education. Practical implications and outcomes. Computers & Education, 380–392.

Dörnyei, Z. (2003). Questionnaires in second language research. Mahwah. Questionnaires in second language research.

First., E. (2014). Education First. In The Lancet. https://doi.org/10.1016/S0140-6736(45)91002-6

Flint, W. (2003). Classroom assessment techniques for online instruction. RP Group eJournal of Research, Planning, and Practice, Publication 1. http://www.rpgroup.org/publications/eJournal/Volume_1/volume_1.htm

Hayati, H. A., & Puspitaloka, N. (2002). An analysis of students’ reading comprehension difficulties during covid-19 pandemic with online classes in junior high school. 293-300.

Huynh, D., Zuo., L., & Iida, H. (2018). An assessment of game elements in language-learning platform Duolingo. In 2018 4th International Conference on Computer and Information Sciences.

Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. (pp. 169–197).

Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementar. 221-238.

Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F. & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL. 293–311.

Lotze, N. (2019). Duolingo: Motivating students via m‐homework. TESOL Journal.

Munday, P. (2017). Duolingo. Gamified learning through translation. Journal of Spanish Language. 194–198.

Naibaho, L. (2022). e analysis of students’ reading and writing difficulties in learning english at universitas kristen indonesia. 157-166.

Nushi, M., & Eqbali, M. H. (2017). Nushi, M. 89–98.

ricko, M., & Howell, S. L. (2006). Online assessment and measurement. Igi Global.

Savvani, S. (2018). State-of-the-art Duolingo features and applications. In International Conference on Interactive Collaborative Learning (pp. 139–148).

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. 268-286.




DOI: https://doi.org/10.31004/edukatif.v4i6.4104

Article Metrics

Abstract view : 127 times
PDF - 40 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Hegar Hakimantieq, Didi Suherdi, Wawan Gunawan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.