This article explores the idea of using an already existing language learning app, Duolingo, to complement traditional college level Spanish as second language courses. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner's Spanish course (level A1) and the other an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser. I will describe how Duolingo operates, what kind of activities can be done, and how learning is achieved. Preliminary results suggest that Duolingo is an easy-to-use app that is useful and has potential, although its main lessons are not based on communicative competence. It is usually enjoyed by students because of several elements, such as the accessibility on a mobile device, its gamification aspect, and the variety of tasks. I will discuss possible ways to incorporate Duolingo into foreign language courses, always considering it as a complement to the curriculum, but considering its value to reinforce vocabulary and grammar acquisition through spaced repetition, interleaving of different skills and variety of activities.Keywords: MALL (Mobile Assisted Language Learning); didactic use of computer; foreign language learning; didactics. ResumenEste artículo explora la idea de utilizar una aplicación móvil (ya existente en el mercado para el aprendizaje de idiomas), Duolingo, para complementar las clases tradicionales de español como lengua extranjera a nivel universitario. Este tipo de aplicaciones hacen uso de la tecnología adaptiva para el aprendizaje, permitiendo así adaptar las tareas al nivel de cada estudiante. En el caso de esta investigación, Duolingo formó parte del programa de estudio de dos clases universitarias de español, una a nivel principiante (A1) y otra intermedio alto (B2). Los estudiantes accedieron a la aplicación de manera online, tanto en plataformas móviles como en su versión de escritorio. Este artículo describe el funcionamiento de Duolingo, el tipo de actividades que se pueden realizar con ella y de qué forma se adquieren conocimientos con esta aplicación. Los resultados preliminares de este estudio sugieren que Duolingo es

In the last few decades, Information and Communications Technology (ICT) applications have been shaping the field of Computer Assisted Language Learning (CALL). Mobile Assisted Language Learning (MALL) paved the way for ubiquitous learning. The advent of new technologies in the early 21st century also added a social dimension to ICT that allowed for Networked Learning (NL). Given that language learning is fundamentally a socio-cultural experience, networked learning capabilities have provided the potential for language learning in community settings. This has revitalized the earlier frameworks provided by CALL. NL has empowered language learners today to connect globally, to access Open Educational Resources, and to self-regulate their learning processes beyond the scope of traditional curricula. In parallel, the rising pervasiveness of Artificial Intelligence (AI) applications and their relevance to language learning has led CALL to branch out into Intelligent CALL (ICALL). The first section of this article provides a brief historical overview of CALL, examines it through the lens of ICT, networked learning, and open access. The second section focuses on the implications of AI for creating new trends in second language education, the challenge for providing customization at scale, and raises important issues related to transparency and privacy for future research.

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In a digitally networked classroom, the learner connects with peers, instructors, and open resources, be they human experts or online resources in non-linear combinations. As a result, the learner must navigate a complex web of associations and pathways. Thus the teacher practitioner who uses the networked medium as the platform for facilitating language learning has the challenge of developing methodologies, task-based activities, and a selection of tools to frame a learning ground that will provide maximum opportunity for the student to strengthen learning. This chapter will present a case study of a teacher practitioner's pedagogical design process in an online undergraduate course, “Advanced Grammar and Culture through Social Media.” The main focus of this case study is to identify key challenges for pedagogical design and offer the rhizomatic approach as a model to promote learner autonomy.

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