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EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTION TOWARD THE USE OF DUOLINGO IN LEARNING ENGLISH
Corresponding Author(s) : Nurul Inayah
Humanities & Social Sciences Reviews,
Vol. 8 No. 3 (2020): May
Abstract
Purpose of the study: This study was aimed at investigating the students’ attitudes and perception toward the use of Duolingo in Learning English
Methodology: A mixed-method design (quantitative-qualitative) was employed in this study. 60 undergraduate students of Syiah Kuala University participated in this study. They were chosen by using purposive sampling techniques. In obtaining the data, questionnaires and interviews were implemented in this study. In the question area, there were 16 close-ended questions adapted from Yang (2012a) and Garcia Botero and Questier (2016) designed using the Likert scale method. Besides, 3 interview questions were asked to 10 chosen students to deeply reveal their perception in using the Duolingo.
Main Findings: The result indicated that most students have a positive perception of the use of Duolingo in learning English (Mean=4.0). This study has found that students view Duolingo as a useful and helpful application and a motivational tool in learning English. One of the more significant findings to emerge from this study is the inconsistency between the students’ perception and their acts in using the application. Their positive view on the use of Duolingo was contrary to the fact that they are lacking time in using the application.
Applications of this study: This study is intended to shed some lights on how the students perceive their experiences in learning English after using the Duolingo as a part of their out of class engagement.
Novelty/Originality of this study: The students’ motivation to learn English outside of the classroom can be enhanced through the use of the Duolingo in mobile phones.
Keywords
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- Ahmed, H. B. E. (2016). Duolingo as a bilingual learning app: A case study. Arab World English Journal, 7(2), 255 – 267. https://doi.org/10.24093/awej/vol7no2.17 DOI: https://doi.org/10.24093/awej/vol7no2.17
- Al-Mashaadani, M. A., & Al-Rawe, M. F. (2018). The future role of mobile learning and smartphones application in Iraqi private universities. Smart Learning Environment, 5(28), 1-11. https://doi.org/10.1186/s40561-018-0077-7 DOI: https://doi.org/10.1186/s40561-018-0077-7
- AlTameemy, F. (2017). Mobile phones for teaching and learning: implementation and students’ teachers’ attitudes. Journal of Educational Technology System, 45(3), 436-451. https://doi.org/10.1177/0047239516659754 DOI: https://doi.org/10.1177/0047239516659754
- Bagunaid, W., A., Meccawy, M., Allinjawi, A., & Meccawy, Z. (2019). The impact of gamification on self-assessment for English language learners in Saudi Arabia. International Scholarly and Scientific Research and Innovation, 13(2), 117-122.
- Baharudin, N. A. A. &Yunus, M. M. (2018). GRAMMODO: A platform in learning grammar among ESL learners in Malaysia. In Innovation for Sustainable Growth (pp. 106-108). International Invention and Innovative Competition (InIIC).
- Barati, M., & Zolhavarieh, S. (2012). Mobile learning and multi mobile service in higher education. International Journal of Educational Technology and Information, 2(4), 297-299. https://doi.org/10.7763/IJIET.2012.V2.135 DOI: https://doi.org/10.7763/IJIET.2012.V2.135
- Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. Sage.
- de Castro, A. P, da Hora Macedo, S., & Bastos, H. P. P. (2016). Duolingo: An experience in English teaching. Journal of Educational and Instructional Studies in the World, 6(4), 59–63.
- Duy, H. P. (2018). Understanding the effect of game in an educational environment using game refinement measures. Japan Advanced Institute of Science and Technology.
- Febriani, G., & Hafifah, G. N. (2019). Teachers’ beliefs and practices of using YouTube in the EFL context in Muhammadiyah senior high schools of Surabaya. Humanities & Social Sciences Reviews, 7(3), 389-397. https://doi.org/10.18510/hssr.2019.7357 DOI: https://doi.org/10.18510/hssr.2019.7357
- Fisher, R. (2012). Diversity in learner usage patterns. In G. Stockwell (Ed.), Computer-assisted language learning: diversity in research and practice (pp. 14-32). Cambridge University Press. https://doi.org/10.1017/CBO9781139060981.002 DOI: https://doi.org/10.1017/CBO9781139060981.002
- Garcia Botero, G., & Questier, F. (2016). What students think and what they do in a mobile-assisted language learning context: new insights for self-directed language learning in higher education. CALL Communities and Culture? Short Papers from EUROCALL 2016, 150–154. https://doi.org/10.14705/rpnet.2016.eurocall2016.553 DOI: https://doi.org/10.14705/rpnet.2016.eurocall2016.553
- GarcÃa 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, 31(1), 71-97. https://doi.org/10.1080/09588221.2018.1485707 DOI: https://doi.org/10.1080/09588221.2018.1485707
- Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2013). Digital badges in education. Education and Information Technologies, 20(2), 403–410. https://doi.org/10.1007/s10639-013-9291-7 DOI: https://doi.org/10.1007/s10639-013-9291-7
- Hancock, B. (2002). An introduction to qualitative research. Trent Focus Group.
- Harmer, J. (2015). The practice of English language teaching. Pearson/Longman.
- Huynh, D., Zuo, L., Lida, H. (2018). Analyzing gamification of Duolingo with a focus on its structure. In R. Bottino, et al. (Eds)., GALA (pp 268-277). Springer International Publishing. https://doi.org/10.1007/978-3-319-50182-6_24 DOI: https://doi.org/10.1007/978-3-319-50182-6_24
- Inchamnan, W. (2018). Therapeutic strategy in gamification and game-based learning for elderly people in Thailand. Humanities and Social Sciences Review, 6(1), 44-52. https://doi.org/10.18510/hssr.2018.618 DOI: https://doi.org/10.18510/hssr.2018.618
- Inchamnan, W. (2019). Gamification design process for the aging society in Thailand. Humanities and Social Sciences Review, 7(1), 47-54. https://doi.org/10.18510/hssr.2019.716 DOI: https://doi.org/10.18510/hssr.2019.716
- Jašková, V. (2014). Duolingo as a new language-learning website and its contribution to e-learning education. (Bachelor's thesis). Masaryk University, Brno.
- Liang, L. (2018). Exploring language learning with mobile technology: A qualitative content analysis of vocabulary learning apps for ESL learners in Canada. The University of Ontario.
- Lin, H., Wang, Y., & Li, C. (2016). Assessing mobile learning system success. International Journal of Information and Educational Technology, 6(7), 576-579. https://doi.org/10.7763/IJIET.2016.V6.754 DOI: https://doi.org/10.7763/IJIET.2016.V6.754
- Mehtälä, H. (2015). The affordances of Duolingo for mobile-assisted language learning: A sociocultural and ecological perspective. (Master's thesis). University of Oulu, Oulu.
- Melitz, J. (2016). English as a global language. In V. Ginsburgh & S. Weber (Eds)., The Palgrave Handbook of Economics and Language (pp. 583-615). Palgrave Macmillan. https://doi.org/10.1007/978-1-137-32505-1_21 DOI: https://doi.org/10.1007/978-1-137-32505-1_21
- Mohammad, A. F. K., Zubir, N., Z., Mohamamd, M., & Yunus, M. M. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities and Social Sciences Reviews, 7(4), 203-213. https://doi.org/10.18510/hssr.2019.7426 DOI: https://doi.org/10.18510/hssr.2019.7426
- Muhson, A. (2006). Teknik Analisis kuantitatif [Quantitative analysis technique]. Universitas Negeri Yogyakarta.
- Munday, P. (2016). The case for using Duolingo as a part of the language classroom experiences. RIED, 19(1), 83-101. https://doi.org/10.5944/ried.19.1.14581 DOI: https://doi.org/10.5944/ried.19.1.14581
- Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95. https://doi.org/10.14742/ajet.5350 DOI: https://doi.org/10.14742/ajet.5350
- Nushi, M., & Eqbali, M. H. (2017). Duolingo: A mobile application to assist second language learning (App Review). Teaching English with Technology, 17(1), 89–98.
- Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase students’ engagement, retention, and academic achievement. International Journal of Educational Technology in Higher Education, 14(31), 1-12. https://doi.org/10.1186/s41239-017-0069-7 DOI: https://doi.org/10.1186/s41239-017-0069-7
- Ryder, R & Machajewski, S. (2017). The UIC German game app for the enhancement of foreign language learning: Case Study. International Journal of Educational Technology, 4(1), 1-16.
- So, S. W. W. (2014). Mobile learning: Topography and research. International Journal of Educational Technology and Information, 4(4), 340-344. https://doi.org/10.7763/IJIET.2014.V4.426 DOI: https://doi.org/10.7763/IJIET.2014.V4.426
- Tahir, R. & Wang, A. I. (2017). State of the art in Game-Based Learning: Dimensions for evaluating educational games. In European Conference on Games Based Learning (pp 641-650). Sonning Common, Academic Conferences International Limited.
- Tolstoukhova, I. V., Kryucheva, Y. V., Iakobiuk, L. I., & Kulikova, S. V. (2019). The use of mobile technology in the professional education of students. Humanities & Social Sciences Reviews, 7(4), 899-905. https://doi.org/10.18510/hssr.2019.74120 DOI: https://doi.org/10.18510/hssr.2019.74120
- Yang, X. (2012a). Attitude and motivation in L2 learning among um master students. International Journal of Management and Sustainability, 1(1), 13–22.
- Yang, S. (2012b). Exploring college students’ attitudes and self-efficacy of mobile learning. The Turkish Online Journal of Educational Technology, 11(4), 148-154.
- Zakaria, Z., & Rosli, D. B. (2019). Adaption of the Gamification Hexad player types and cognitive awareness in an engineering student. Humanities and Social Sciences Reviews, 7(5), 626-638. https://doi.org/10.18510/hssr.2019.7572 DOI: https://doi.org/10.18510/hssr.2019.7572
References
Ahmed, H. B. E. (2016). Duolingo as a bilingual learning app: A case study. Arab World English Journal, 7(2), 255 – 267. https://doi.org/10.24093/awej/vol7no2.17 DOI: https://doi.org/10.24093/awej/vol7no2.17
Al-Mashaadani, M. A., & Al-Rawe, M. F. (2018). The future role of mobile learning and smartphones application in Iraqi private universities. Smart Learning Environment, 5(28), 1-11. https://doi.org/10.1186/s40561-018-0077-7 DOI: https://doi.org/10.1186/s40561-018-0077-7
AlTameemy, F. (2017). Mobile phones for teaching and learning: implementation and students’ teachers’ attitudes. Journal of Educational Technology System, 45(3), 436-451. https://doi.org/10.1177/0047239516659754 DOI: https://doi.org/10.1177/0047239516659754
Bagunaid, W., A., Meccawy, M., Allinjawi, A., & Meccawy, Z. (2019). The impact of gamification on self-assessment for English language learners in Saudi Arabia. International Scholarly and Scientific Research and Innovation, 13(2), 117-122.
Baharudin, N. A. A. &Yunus, M. M. (2018). GRAMMODO: A platform in learning grammar among ESL learners in Malaysia. In Innovation for Sustainable Growth (pp. 106-108). International Invention and Innovative Competition (InIIC).
Barati, M., & Zolhavarieh, S. (2012). Mobile learning and multi mobile service in higher education. International Journal of Educational Technology and Information, 2(4), 297-299. https://doi.org/10.7763/IJIET.2012.V2.135 DOI: https://doi.org/10.7763/IJIET.2012.V2.135
Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach. Sage.
de Castro, A. P, da Hora Macedo, S., & Bastos, H. P. P. (2016). Duolingo: An experience in English teaching. Journal of Educational and Instructional Studies in the World, 6(4), 59–63.
Duy, H. P. (2018). Understanding the effect of game in an educational environment using game refinement measures. Japan Advanced Institute of Science and Technology.
Febriani, G., & Hafifah, G. N. (2019). Teachers’ beliefs and practices of using YouTube in the EFL context in Muhammadiyah senior high schools of Surabaya. Humanities & Social Sciences Reviews, 7(3), 389-397. https://doi.org/10.18510/hssr.2019.7357 DOI: https://doi.org/10.18510/hssr.2019.7357
Fisher, R. (2012). Diversity in learner usage patterns. In G. Stockwell (Ed.), Computer-assisted language learning: diversity in research and practice (pp. 14-32). Cambridge University Press. https://doi.org/10.1017/CBO9781139060981.002 DOI: https://doi.org/10.1017/CBO9781139060981.002
Garcia Botero, G., & Questier, F. (2016). What students think and what they do in a mobile-assisted language learning context: new insights for self-directed language learning in higher education. CALL Communities and Culture? Short Papers from EUROCALL 2016, 150–154. https://doi.org/10.14705/rpnet.2016.eurocall2016.553 DOI: https://doi.org/10.14705/rpnet.2016.eurocall2016.553
GarcÃa 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, 31(1), 71-97. https://doi.org/10.1080/09588221.2018.1485707 DOI: https://doi.org/10.1080/09588221.2018.1485707
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2013). Digital badges in education. Education and Information Technologies, 20(2), 403–410. https://doi.org/10.1007/s10639-013-9291-7 DOI: https://doi.org/10.1007/s10639-013-9291-7
Hancock, B. (2002). An introduction to qualitative research. Trent Focus Group.
Harmer, J. (2015). The practice of English language teaching. Pearson/Longman.
Huynh, D., Zuo, L., Lida, H. (2018). Analyzing gamification of Duolingo with a focus on its structure. In R. Bottino, et al. (Eds)., GALA (pp 268-277). Springer International Publishing. https://doi.org/10.1007/978-3-319-50182-6_24 DOI: https://doi.org/10.1007/978-3-319-50182-6_24
Inchamnan, W. (2018). Therapeutic strategy in gamification and game-based learning for elderly people in Thailand. Humanities and Social Sciences Review, 6(1), 44-52. https://doi.org/10.18510/hssr.2018.618 DOI: https://doi.org/10.18510/hssr.2018.618
Inchamnan, W. (2019). Gamification design process for the aging society in Thailand. Humanities and Social Sciences Review, 7(1), 47-54. https://doi.org/10.18510/hssr.2019.716 DOI: https://doi.org/10.18510/hssr.2019.716
Jašková, V. (2014). Duolingo as a new language-learning website and its contribution to e-learning education. (Bachelor's thesis). Masaryk University, Brno.
Liang, L. (2018). Exploring language learning with mobile technology: A qualitative content analysis of vocabulary learning apps for ESL learners in Canada. The University of Ontario.
Lin, H., Wang, Y., & Li, C. (2016). Assessing mobile learning system success. International Journal of Information and Educational Technology, 6(7), 576-579. https://doi.org/10.7763/IJIET.2016.V6.754 DOI: https://doi.org/10.7763/IJIET.2016.V6.754
Mehtälä, H. (2015). The affordances of Duolingo for mobile-assisted language learning: A sociocultural and ecological perspective. (Master's thesis). University of Oulu, Oulu.
Melitz, J. (2016). English as a global language. In V. Ginsburgh & S. Weber (Eds)., The Palgrave Handbook of Economics and Language (pp. 583-615). Palgrave Macmillan. https://doi.org/10.1007/978-1-137-32505-1_21 DOI: https://doi.org/10.1007/978-1-137-32505-1_21
Mohammad, A. F. K., Zubir, N., Z., Mohamamd, M., & Yunus, M. M. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities and Social Sciences Reviews, 7(4), 203-213. https://doi.org/10.18510/hssr.2019.7426 DOI: https://doi.org/10.18510/hssr.2019.7426
Muhson, A. (2006). Teknik Analisis kuantitatif [Quantitative analysis technique]. Universitas Negeri Yogyakarta.
Munday, P. (2016). The case for using Duolingo as a part of the language classroom experiences. RIED, 19(1), 83-101. https://doi.org/10.5944/ried.19.1.14581 DOI: https://doi.org/10.5944/ried.19.1.14581
Nami, F. (2020). Educational smartphone apps for language learning in higher education: Students’ choices and perceptions. Australasian Journal of Educational Technology, 36(4), 82-95. https://doi.org/10.14742/ajet.5350 DOI: https://doi.org/10.14742/ajet.5350
Nushi, M., & Eqbali, M. H. (2017). Duolingo: A mobile application to assist second language learning (App Review). Teaching English with Technology, 17(1), 89–98.
Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase students’ engagement, retention, and academic achievement. International Journal of Educational Technology in Higher Education, 14(31), 1-12. https://doi.org/10.1186/s41239-017-0069-7 DOI: https://doi.org/10.1186/s41239-017-0069-7
Ryder, R & Machajewski, S. (2017). The UIC German game app for the enhancement of foreign language learning: Case Study. International Journal of Educational Technology, 4(1), 1-16.
So, S. W. W. (2014). Mobile learning: Topography and research. International Journal of Educational Technology and Information, 4(4), 340-344. https://doi.org/10.7763/IJIET.2014.V4.426 DOI: https://doi.org/10.7763/IJIET.2014.V4.426
Tahir, R. & Wang, A. I. (2017). State of the art in Game-Based Learning: Dimensions for evaluating educational games. In European Conference on Games Based Learning (pp 641-650). Sonning Common, Academic Conferences International Limited.
Tolstoukhova, I. V., Kryucheva, Y. V., Iakobiuk, L. I., & Kulikova, S. V. (2019). The use of mobile technology in the professional education of students. Humanities & Social Sciences Reviews, 7(4), 899-905. https://doi.org/10.18510/hssr.2019.74120 DOI: https://doi.org/10.18510/hssr.2019.74120
Yang, X. (2012a). Attitude and motivation in L2 learning among um master students. International Journal of Management and Sustainability, 1(1), 13–22.
Yang, S. (2012b). Exploring college students’ attitudes and self-efficacy of mobile learning. The Turkish Online Journal of Educational Technology, 11(4), 148-154.
Zakaria, Z., & Rosli, D. B. (2019). Adaption of the Gamification Hexad player types and cognitive awareness in an engineering student. Humanities and Social Sciences Reviews, 7(5), 626-638. https://doi.org/10.18510/hssr.2019.7572 DOI: https://doi.org/10.18510/hssr.2019.7572