Mobile Assisted Language Learning: Affordances and Limitations of Duolingo

Finardi, Kyria Rebeca; Leão, Roberta Gomes; Amorim, Gabriel Brito

doi:10.5296/elr.v2i2.9842

Cited by 15 publications

(17 citation statements)

References 13 publications

(16 reference statements)

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“…Literacy practices to improve competency in English were learned informally outside the school setting, and share the characteristics of vernacular literacies (see Barton & Hamilton, 1998). The use of Duolingo to improve the speaking skill in English is in line with the finding of Finardi, Leao and Amori (2016), who suggested that Duolingo assists language learners with improving their grammar and vocabulary competency. The use of Telegram groups to learn English using a systematic approach through lessons correlated with evidence presented by Abu-Ayfah (2020), who reported that undergraduates employ Telegram for English learning purposes.…”

Section: Improving Competency In Englishsupporting

confidence: 73%

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

Dahmash¹

2020

IJEL

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College students in Saudi Arabia engaged in various English activities in digital spaces during the COVID-19 crisis, despite it being their second language. Drawing on the concept of digital literacies proposed by Jones and Hafner (2012), this paper identifies the digital literacy practices that occurred in the English language during COVID-19 crisis. Focus group interviews and individual interviews were conducted via WhatsApp with ten college students who had recently attended an intensive English course at a university in Saudi Arabia. Thematic analysis, assisted by ATLAS.ti, revealed that the college students engaged in complex digital literacy practices in English during the COVID-19 crisis to improve their competency in English, educating the community and oneself about COVID-19 as well as to cope with the boredom of remaining indoors. College students mainly used smartphone apps in their literacies, and their usage was guided by their feelings, commitment and the contextual events around them. The literacies these students drew on reflected their metacognitive awareness of the value of English to their everyday life experience. This paper concludes by encouraging college students to exploit the potential of smartphone apps to improve their capacity in English and incorporate apps into their everyday lives.

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Section: Improving Competency In Englishsupporting

confidence: 73%

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

Dahmash¹

2020

IJEL

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“…With the support from authorities, EFL teachers and learners can engage in collaborative teaching to achieve the success of digital learning of English. Lastly, it is a worth saying E-ISSN: 2528-4479, P-ISSN: 2477-5304 http://jurnal.unissula.ac.id/index.php/edulite DOI: http://dx.doi.org/10.30659/e.5.2.304-321 that society has outreach a point that it is impossible to run away from the advancement of technology, thus it should be seen as a complement rather than an obstacle for second and foreign language learning (Finardi et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

EFL teachers� beliefs and practices about digital learning of English

Nugroho¹,

Mutiaraningrum

2020

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The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

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“…Jumariati and Febriyanti (2020) agreed that internet connectivity was a crucial aspect that led to successful online learning; once it was in a bad connection, it ruined all the process of learning. Another limitation mentioned by Finardi et al (2016). It was mentioned that the direct interactions among students were decreased in mobile-assisted language learning (MALL).…”

mentioning

confidence: 99%

Online backchannel as a formative assessment in improving writing skills

Prastikawati

Wiyaka

Adi

2020

J. Eng. Foreign. Lang.

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Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.

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Mobile Assisted Language Learning: Affordances and Limitations of Duolingo

Cited by 15 publications

References 13 publications

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

EFL teachers� beliefs and practices about digital learning of English

Online backchannel as a formative assessment in improving writing skills

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