Gamification in Independent Learning: Vietnamese University Students’ Experience with Duolingo

نوع مقاله : مقاله تحقیق

نویسندگان
Tuan Le Cong 1
Ngo H. H. Nga 2
Le C. Tuan 2
Bui N. Quyen 2
1 School of Foreign Languages, Can Tho University, Can Tho, Vietnam
2 SFL, Can Tho University, Can Tho, Vietnam
10.48311/LRR.16.1.249
چکیده
It is argued that in our current digital era, MALL (mobile-assisted language learning) is an indispensable mode either for independent self-learning or for integrating with the school curriculum. The present study explores the possibility of using gamification as a home assignment in English as a foreign language course for students of non-English majors at a university in Vietnam. Data was collected and analyzed using 69 questionnaire responses and 41 essays written by students in a class of General English. The questionnaire and essay topic prompt required students to provide an evaluation of their personal experience learning English with Duolingo outside the classroom, as part of the compulsory home assignments during a 15-week semester. The questionnaire items were in Vietnamese and the essays were either in Vietnamese or English for students’ convenience. The results showed detailed benefits and problems of learning English with Duolingo as perceived by the students. The key benefits include the fact that Duolingo is a valuable resource: rich and free; the limitation is mainly learners’ lack of experience with the application. It is suggested that with teachers’ guidance, Duolingo could be used as an effective and motivating tool for independent learning.

کلیدواژه‌ها

موضوعات

Ahmad, M. (2021). Criticizing Duolingo as a learning app: Perspectives of learning game designer
and language teacher. Proceedings of INTED2021 Conference, 10610-10619. doi: 10.21125/inted.2021.2225
Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. iJET, 15(7), 149-155. https://doi.org/10.3991/ijet.v15i07.13229
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. doi: 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. DOI: 10.1177/10468781211056511
Astarilla, L. (2018). University students’ perception towards the use of Duolingo application in learning English. Proceedings of the CelSciTech-UMRI Conference, 3(2018), 1-9.
Botero, G. 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, 1-27. DOI: 10.1080/09588221.2018.1485707
Botero, G. G., & Questier, F. (2016). What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education. In S. PapadimaSophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL (pp. 150-154). Research- publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.553
Bustillo, J., Rivera, C., Guzmán, J., & Ramos, L. (2017). Benefits of using a mobile application in learning a foreign language. Sistemas & Telemática, 15(40), 55-68. doi:10.18046/syt.v15i40.2391
Davudova, E., & Türel, Y., K. (2022). Evaluation of mobile applications in foreign language
learning at early age. Journal of Educational Technology & Online Learning, 5(3), 738- 753. Doi: http://doi.org/10.31681/jetol.1158662
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification: Using game-design elements in non-gaming contexts. Proceedings of the 2011 Annual Conference on Human Factors in Computing Systems, 2425–2428. doi:10.1145/1979742.1979575.
Edwards, S., Drew, J. (2021). Evaluation of Duolingo to promote language acquisition: A university case study. The PanSIG 2021 Journal, 87-100.
García Botero, G., Nguyet Diep, A., García Botero, J., Zhu, C., Questier, F. (2022). Acceptance
and Use of Mobile-Assisted Language Learning by Higher Education Language Teachers. Lenguaje, 50(1), 66–92. https://doi.org/10.25100/LENGUAJE.V50I1.11006
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, VA, AACE.
Huzairin, Putrawan, G. E., & Riadi, B. (2020). Technology and language learning: English as a
foreign language learners’ use of smartphones for online informal learning in Indonesia. Texto Livre, 13(3), 103–120. https://doi.org/10.35699/1983- 3652.2020.24657
Inayah, N., 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
Inayati, N., & Dwi Mawan Karifianto, D., M. (2022). Autonomous online English language
learning in Indonesian higher education contexts. MEXTESOL Journal, 46(1), 1-12
Isaacson, J. (2021). Gamified Enough?: Student Reaction to the Duolingo Language Learning App
in a University Setting. 東北福祉大学研究紀要, 45, 87-99.
Jaelani, A., & Sutari, D. R. (2020). Students’ perception of using Duolingo application as a media in learning vocabulary. Proceedings of the second Bogor English Student and Teacher (BEST) Conference, 2, 40-47.
http://pkm.uika- ogor.ac.id/index.php/best/article/view/797
Kashoob, M., & Attamimi, R. (2021). Exploring Omani EFL students’ perceptions of the newly
adopted online learning platforms at the university of technology and applied sciences-salalah. Journal of Education and Learning, 10(2), 28-36. DOI:10.5539/jel.v10n2p28
Klimova, B. (2020). Benefits of the use of mobile applications for learning a foreign language by elderly population. Procedia Computer Science, 176(2020), 2184–2191.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. IEEE International Workshop on Wireless and Mobile Technologies in Education. http://citeseerx.ist.psu.edu/viewdoc/download
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly 15(2), 146–151.
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. EuroCALL Cambridge University Press. https://www.cambridge.org/core.
Mahbub, M. A., Romsi, A., Bulqiyah, S., & Firdaus, I. A. (2020). Infusing a gamification mechanism through Duolingo for English speaking proficiency: Perceptions of the Indonesian EFL instructor and students. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 12(1), 69-80.
https://ejournal.unisbablitar.ac.id/index.php/konstruktivisme/inde
Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience. Revista Iberoamericana de Educación a Distancia, 19(1), 83-101. DOI: 10.5944/ried.19.1.14581
Nguyen, T. H. C., Ha, T. L., Nguyen, T. H. P., & Do, T. N. P. (2021). Enhancing English pronunciation for high school students through Duolingo application. International Journal of All Research Writings, 3(1), 46-54.
Nushi, M. & Eqbali, M. H. (2020). Duolingo: A mobile application to assist second language learning. Teaching English with Technology.
https://www.ceeol.com/search/articledetail?id=478437
Peláez-Sánchez, I. C., & Velásquez-Durán, A. (2023). The impact of Duolingo in developing
students’ linguistic competence: An aspect of communicative language competences. Educação e Pesquisa, 49, e252467. https://doi.org/10.1590/s1678-4634202349252467eng ·
Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. J.Eng. Educ. Society. 6(1), 68-78. doi:10.21070/jees.v6i1.882
Syahputra, M. (2019). Duolingo gamification: Does it reduce students’ grammatical errors in writing? Getsempena English Education Journal (GEEJ), 6(1), 11-22.
Tommerdahl, J. M., Dragonflame, C. S., & Olsen, A. A. (2021). Efficacy of Mobile Apps in Teaching Foreign Languages: A Systematic Review. ORTESOL Journal, (8).
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study.
http://static.duolingo.com/s3/DuolingoReport_Final.pdf
Von Ahn, L. (2020). Language learning trends in a year like no other. Duolingo Blog. https://blog.duolingo.com/global-languagereport-2020/
Wagner, S. (2020). Duolingo English Test, Revised Version July 2019, Language Assessment
Quarterly. DOI: 10.1080/15434303.2020.1771343
جستارهای زبانی
دوره 16، شماره 1 - شماره پیاپی 85
فروردین و اردیبهشت 1404
صفحه 249-269