English and Philosophy Panel
Comparative study on modes of instruction for language learning growth: Duolingo versus asynchronous language teaching.
Academic Level at Time of Presentation
Senior
Major
Mathematics
Minor
Spanish, TESOL
List all Project Mentors & Advisor(s)
Dr. Saihua Xia
Presentation Format
Oral Presentation
Abstract/Description
This quasi-experimental study compares the effects of two modes of language instruction, Duolingo and asynchronous teaching via Google Classroom, upon language learning growth for new adult language learners. The importance of this study stems from the popularity and necessity of alternative pedagogical practices in language teaching following the COVID-19 pandemic. With increasing usage of asynchronous learning coupled with the popularity of gamified mobile assisted language-learning (MALL) applications like Duolingo, my study aims to compare the two types of platforms to evaluate which one contributes more to the growth of language learning, and to evaluate how adult new language learners experience and rate their perceived learning gains from Duolingo and Google Classroom instruction. Methodology for the study included 16 college-aged students with no prior Spanish experience in the classroom. 5 participants were in each experimental group (n=5) and 6 participants were in the control group (n=6). Experimental group participants spent one month using Duolingo or GC to independently learn Spanish. Pretest and posttest assessments were used to quantitatively measure language growth, and semi-structured interviews were conducted to gather qualitative data about learners’ perceptions of the modes of instruction. Both Duolingo and GC groups exhibited significant language growth compared to the control group, with no significant differences found between the growth of Duolingo and GC users. Qualitative data highlighted positive impacts on vocabulary and confidence for both groups, though Duolingo users faced engagement challenges, while GC users desired more interactional components. The results show a slight advantage of Duolingo in growth measures (quantitative) whereas Google Classroom has slightly more positive perceptions by learners (qualitative). The study suggests a need for further research on alternative language teaching modes and the potential improvements that can be made from individualizing and gamifying language teaching. Overall, while both platforms contribute to language growth and are positively perceived, understanding learner preferences and the uniqueness of each platform is crucial for effective language learning experiences.
Fall Scholars Week 2024 Event
English and Philosophy
Comparative study on modes of instruction for language learning growth: Duolingo versus asynchronous language teaching.
This quasi-experimental study compares the effects of two modes of language instruction, Duolingo and asynchronous teaching via Google Classroom, upon language learning growth for new adult language learners. The importance of this study stems from the popularity and necessity of alternative pedagogical practices in language teaching following the COVID-19 pandemic. With increasing usage of asynchronous learning coupled with the popularity of gamified mobile assisted language-learning (MALL) applications like Duolingo, my study aims to compare the two types of platforms to evaluate which one contributes more to the growth of language learning, and to evaluate how adult new language learners experience and rate their perceived learning gains from Duolingo and Google Classroom instruction. Methodology for the study included 16 college-aged students with no prior Spanish experience in the classroom. 5 participants were in each experimental group (n=5) and 6 participants were in the control group (n=6). Experimental group participants spent one month using Duolingo or GC to independently learn Spanish. Pretest and posttest assessments were used to quantitatively measure language growth, and semi-structured interviews were conducted to gather qualitative data about learners’ perceptions of the modes of instruction. Both Duolingo and GC groups exhibited significant language growth compared to the control group, with no significant differences found between the growth of Duolingo and GC users. Qualitative data highlighted positive impacts on vocabulary and confidence for both groups, though Duolingo users faced engagement challenges, while GC users desired more interactional components. The results show a slight advantage of Duolingo in growth measures (quantitative) whereas Google Classroom has slightly more positive perceptions by learners (qualitative). The study suggests a need for further research on alternative language teaching modes and the potential improvements that can be made from individualizing and gamifying language teaching. Overall, while both platforms contribute to language growth and are positively perceived, understanding learner preferences and the uniqueness of each platform is crucial for effective language learning experiences.