Gender and language learning strategies: looking beyond the categories

Liyanage, Indika; Bartlett, Brendan John

doi:10.1080/09571736.2011.574818

Cited by 23 publications

(13 citation statements)

References 24 publications

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“…Assessing learning experiences that lie on the intersection of language learning, mobile technology and gamification requires taking into account multiple demographic and background variables. Learners of different ages process language and approach language learning differently (Chen, 2014); similarly, attitudes toward and the use of technology vary among different age groups (Charness & Boot, 2009); language study strategies may also differ based on gender (Liyanage & Bartlett, 2012). Learners' past language experiences and schema shape individual learning experience (Hinkel, 2016), and technology self-efficacy predicts learners' engagement with mobile learning technologies and the outcomes of mobile learning (Menekse, Anwar, & Purzer, 2018).…”

Section: Sample Characteristicsmentioning

confidence: 99%

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Shortt

Tilak

Kuznetcova

et al. 2021

Computer Assisted Language Learning

109

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More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application's pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo's design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.

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Section: Sample Characteristicsmentioning

confidence: 99%

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Shortt

Tilak

Kuznetcova

et al. 2021

Computer Assisted Language Learning

109

View full text Add to dashboard Cite

show abstract

“…Las conclusiones del estudio de Andreou et al ( 2004) fueron consistentes con los trabajos anteriormente mencionados, ya que los investigadores encontraron diferencias de género en relación con la estrategia y el logro. Con respecto a la estrategia, los hombres percibieron que adoptaban un enfoque más profundo que las mujeres y dijeron tener niveles más altos de autoconfianza académica, mientras que las mujeres tenían un enfoque más superficial que los hombres Los estudios también aseveran que las mujeres parecen hacer uso con más frecuencia de las estrategias en su proceso de aprendizaje de una L2 (Liyanage y Bartlett, 2012;Irgatoğlu, 2021). De manera más específica, Ehrman y Oxford (1989) y Magogwe y Oliver (2007) concluyen que las mujeres de su estudio de caso emplean de manera más asidua con respecto a los hombres, las estrategias metacognitivas.…”

Section: Factores Personales Y Académicosunclassified

Perfiles del aprendiz preadolescente de chino como lengua extranjera en contexto hispanohablante

Lorenzo

Wang

2023

RAEL

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El objetivo es conocer cómo aprende chino como lengua extranjera (ChLE) un grupo de preadolescentes en el Instituto Confucio de la Universidad de Las Palmas de Gran Canaria (IC-ULPGC). Con el fin de mejorar este proceso investigamos las estrategias de aprendizaje (EAL) para mejorar su conocimiento de ChLE. Se analiza el caso de 81 estudiantes de 12 años, que voluntariamente asistieron entre 2019-2020 al IC-ULPGC. A partir del marco teórico se diseña una investigación en la que nos preguntamos la posible relación entre sus factores personales y académicos (L1, sexo, colegio monolingüe/bilingüe y puntuación en el examen final) y las EAL utilizadas. Estos datos se recopilaron mediante una encuesta, que incluía el Strategy-Inventory-for Language-Learning. El análisis estadístico de los resultados muestra que: los sujetos no presentan una alta frecuencia de uso de las EAL; la estrategia más utilizada es la social, y la menos, la cognitiva, aunque son las afectiva y metacognitiva las que tienen correlación significativa con el éxito académico; no se ha establecido correlación entre las variables personales, L1, sexo o tipo de centro educativo, con los resultados de la prueba; pero sí entre la variedad de educación (monolingüe/bilingüe) y el uso de las EAL.

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“…LLS was studied by Liyanage & Bartlett (2012). In this study, 886 Sri Lankan ESL learners in five scenarios.…”

Section: G Related Studies On the Relationship Between Gender And Lan...mentioning

confidence: 99%

Gender-Based Differences in English Language Learning Strategies Among Vietnamese EFL High School Students

Phung

2022

IJSMS

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In this era of globalization, English literacy is always at the forefront of our minds. English competence is significantly associated with the use of language learning strategies (Griffiths & Oxford, 2014; Pawlak, 2021). Nevertheless, a number of characteristics, including gender, influence the choice of language-learning strategies (Oxford, 1989). The purpose of the present study was to determine (1) the extent to which high school students apply specific language learning strategies and (2) whether there is a difference between the language learning strategies employed by male and female students. As data collection instruments, questionnaires based on Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire were used. 321 Vietnamese high school students in grades 10 through 12 from the Mekong Delta participated in the study. The results demonstrated that, among the many types of learning methods, the students engaged metacognitive strategies most frequently, while affective strategies were applied the least. In addition, the data revealed how gender influences the choosing of language learning strategies by students. Accordingly, recommendations for increasing teaching and learning practices were provided, adding to the success of both the teaching and learning activities of teachers and students.

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Gender and language learning strategies: looking beyond the categories

Cited by 23 publications

References 24 publications

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Perfiles del aprendiz preadolescente de chino como lengua extranjera en contexto hispanohablante

Gender-Based Differences in English Language Learning Strategies Among Vietnamese EFL High School Students

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