Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Abstract

Vocabulary learning is vital towards acquiring new languages and therefore insufficient vocabulary knowledge can be considered a significant barrier to such learning. Availability of tools to enhance or simplify the learning process is an added advantage to encourage learners to learn new languages. This research was conducted to investigate teacher acceptance of mobile applications in Saudi Arabian universities for vocabulary learning, identify suitable features for vocabulary learning applications and to identify problems that may arise through use of mobile applications in classroom settings with the aim of solving them. Duolingo mobile application was employed as a study tool to investigate effectiveness of the applications and their technological features. Twenty English language teachers participated in the study by answering questionnaires and three of them were also interviewed and resulting data analyzed quantitatively and qualitatively. The main findings from the research are that teachers showed positive attitudes towards teaching and learning using vocabulary learning applications and that several challenges faced by users inform on unsuitability of the applications and reluctance to use by teachers. Therefore, appropriate measures should be taken to address the problems associated with use of mobile applications in vocabulary learning and teaching so as to explore the vast potentials they have towards learning.

Engaging Young Learners in Learning Vocabulary: A Study on Learners’ Perception

“…The researcher could adjust the questions related to the research topic and was allowed to provide the participants with plenty of time before answering questions. Coding was used to analyze the surveys and interviews; it employed focused and theoretical coding methods (Saldana et al, 2019). The first stage was an overview of the participant's general perception of mobile games in the classroom.…”

“…Vocabulary plays an important role in language learning. It is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write (T. R. Abdulrahman & Basalama, 2019;Abrar et al, 2018;Nguyen & Khuat, 2003;Saldana et al, 2019). According to Cameron (2001) vocabulary knowledge is the knowledge of knowing second language words.…”

Roles of Edutainment in Teaching Vocabulary: Exploring the Perspectives of University EFL Instructors

“…The results showed that the teachers considered mobile applications as practical tools to enhance collaboration between learners, exchange knowledge and lesson activities, and assist each other regarding the technical issues they encounter. Alsaif and Farhana (2019) explored EFL teachers' acceptance of MALL applications in learning vocabulary, particularly Duolingo. The participants were 20 Saudi EFL teachers who responded to a questionnaire, and only three were interviewed.…”

“…Although extensive research has been carried out on using technology to support vocabulary learning, a considerable literature has grown up around the theme of edutainment, in particular, in teaching and learning vocabulary, regarding learners' cognitive development, psychology, and social behavior (Abdalla, 2015;Bataineh, 2014;Čepon, 2013;Habbash, 2015;Kabooha & Elyas, 2018). However, few Saudi studies (Al-Johali, 2019; Alsaif & Farhana, 2019;Kabooha & Elyas, 2018) have investigated teachers' perspectives on teaching vocabulary in enjoyable learning environments. Therefore, this quantitative study's primary goal is to explore university EFL instructors' perspectives on the roles of edutainment in teaching vocabulary in Saudi Arabia concerning learners' cognitive, psychological, and social development.…”

“…The researchers designed a closed-ended questionnaire to explore university EFL instructors' perspectives on the roles of edutainment in teaching vocabulary based on the reviewed literature (Al-Johali, 2019;Alsaif & Farhana, 2019;Zuraina Ali & Ghazali, 2016).…”