Perceiving Duolingo beyond the classroom: insights from non-English major students in higher education Menyelami penggunaan Duolingo di luar kelas: pandangan mahasiswa non-jurusan bahasa Inggris di perguruan tinggi
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Published:
Dec 9, 2024
Keywords:
Duolingo, educational technology, English language learning, gamification, motivation
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Abstract
This study investigates how Duolingo can serve as a supplementary tool for English learning among non-English major students at Universitas Muhammadiyah Buton, focusing on students in the Faculty of Economics. The research aims to understand students’ perceptions of Duolingo’s effectiveness and the challenges they face when using the app beyond the classroom. A mixed-methods approach was employed, combining quantitative and qualitative data gathered from 120 first-year students over a six-week period. Quantitative data, collected through surveys, measured students’ usage patterns, motivation, and engagement levels, while qualitative data from open-ended responses provided insights into specific challenges and motivations related to Duolingo’s gamified features, such as XP, leaderboards, and levels. The findings indicate that Duolingo’s gamification elements contributed to increased motivation and engagement, particularly among students balancing academic and personal commitments. However, students faced challenges, including limited internet access, time constraints, and difficulty with advanced vocabulary and grammar. This study concludes that Duolingo is an effective supplementary tool for enhancing language learning outside the classroom, though additional support may be required to address connectivity issues and advanced language content.
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Suherman, L. O. A., Hamka, N., & Akfan, S. S. (2024). Perceiving Duolingo beyond the classroom: insights from non-English major students in higher education. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 7(4), 715-724. https://doi.org/10.30872/diglosia.v7i4.1069
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Alzieni, H. (2024). The Impact of Mobile-assisted Language Learning (MALL) in Developing Speaking Skills: An Empirical Study in the United Arab Emirates. Journal of Teaching English for Specific and Academic Purposes, 165–182. https://doi.org/10.22190/JTESAP230708014A
Apoko, T. W., Dunggio, A. A., & Chong, S. L. (2023). The Students’ Perceptions on the Use of Mobile-Assisted Language Learning Through Duolingo in Improving Vocabulary Mastery at the Tertiary Level. English Review: Journal of English Education, 11(1), 17–26. https://doi.org/10.25134/erjee.v11i1.7069
Biryukov, A. P., Brikoshina, I. S., Mikhalevich, N. V., Sycheva, S. M., & Khalimon, E. A. (2021). Gamification in Education: Threats or New Opportunities. SHS Web of Conferences, 103, 1–5. https://doi.org/10.1051/shsconf/202110302001
Chen, C.-M., Liu, H., & Huang, H.-B. (2019). Effects of a Mobile Game-based English Vocabulary Learning app on Learners’ Perceptions and Learning Performance: A Case Study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228
Cigdem, H., Ozturk, M., Karabacak, Y., Atik, N., Gürkan, S., & Aldemir, M. H. (2024). Unlocking Student Engagement and Achievement: the Impact of Leaderboard Gamification in Online Formative Assessment for Engineering Education. Education and Information Technologies, 1–26. https://doi.org/10.1007/s10639-024-12845-2
Darsih, E., & Asikin, N. A. (2020). Mobile-Assisted Language Learning: EFL Learners’ Perceptions toward the Use of Mobile Applications in Learning English. English Review: Journal of English Education, 8(2), 19–27. https://doi.org/10.25134/erjee.v8i2.2999
de Sousa Borges, S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2014). A Systematic Mapping on Gamification Applied to Education. Proceedings of the 29th Annual ACM Symposium on Applied Computing, 216–222. https://doi.org/10.1145/2554850.2554956
Gardner, D., & Yung, K. W. H. (2017). Learner Motivation in Self-access Language Learning. Innovation in Language Learning and Teaching, 11(2), 159–176. https://doi.org/10.1080/17501229.2015.1088545
Ghaban, W., & Hendley, R. (2019). How Different Personalities Benefit From Gamification. Interacting with Computers, 31(2), 138–153. https://doi.org/10.1093/iwc/iwz009
Gonzales, R. D. (2010). Motivational Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners. TESOL Journal, 3, 3–28. https://doi.org/10.2139/ssrn.2746312
Hussain, M. N. M., Anuar, N. N. A. N., Jalil, N. A., & Sulaiman, N. A. (2023). Language Attitudes and Motivation of ESL Secondary School Students. International Journal of Academic Research in Business and Social ScieHomner Nces, 13(12), 654–669. https://doi.org/10.6007/IJARBSS/v13-i12/20246
Ibanez, M.-B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for Engaging Computer Science Students in Learning Activities: A Case Study. IEEE Transactions on Learning Technologies, 7(3), 291–301. https://doi.org/10.1109/TLT.2014.2329293
Infante-Paredes, R., Mayorga-Gaona, C., Guerrero-Velástegui, C.-A., & Morocho-Lara, D. (2024). Gamification Influences on Students’ Motivation in the EFL Classroom. In M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Eds.), Towards a Hybrid, Flexible and Socially Engaged Higher Education (ICL 2023) (pp. 31–38). Springer Nature Switzerland.
Jeong, K.-O. (2023). Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context. RELC Journal, 54(2), 394–409. https://doi.org/10.1177/00336882231186431
Lăpădat, M.-M. (2023). Harnessing Technological Transformation: An Exploration of the Impact of Mobile Assisted Language Learning on English Vocabulary Acquisition. Analele Universităţii Din Craiova, Seria Ştiinţe Filologice, Limbi Străine Aplicate, 1, 266–279. https://www.ceeol.com/search/article-detail?id=1193688
Lister, M. (2015). Gamification: The Effect on Student Motivation and Performance at the Post-Secondary Level. Issues and Trends in Educational Technology, 3(2), 56–65. https://doi.org/10.2458/azu_itet_v3i2_lister
Mahendra, M. S., Dewi, N. L. P. E. S., & Utami, I. A. M. I. (2022). Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha. The Art of Teaching English as a Foreign Language, 1(2), 55–60. https://doi.org/10.36663/tatefl.v1i2.83
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE Publications.
Mustaffa, N. U. C., & Sailin, S. N. (2022). A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia. International Journal of Interactive Mobile Technologies (IJIM), 16(5), 169–198. https://doi.org/10.3991/ijim.v16i05.28129
Permatasari, D., & Aryani, F. (2023). Duolingo: An Enchanting Application to Learn English for College Students. ELTR Journal, 7(2), 101–109. https://doi.org/10.37147/eltr.v7i2.176
Puspitasari, I., & Arifin, S. (2023). Implementation of Gamification on Learning Motivation: A Meta-Analysis Study. International Journal of Progressive Sciences and Technologies, 40(1), 356–360. https://doi.org/10.52155/ijpsat.v40.1.5596
Sailer, M., & Homner, L. (2019). The Gamification of Learning: A Meta-Analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Vega, N. De, Basri, M., & Nur, S. (2023). Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education. Journal of Psychological Perspectives, 5(2), 97–106. https://doi.org/10.47679/jopp.526582023
Walsh, R. (2021). Teaching Communicatively in a Classroom with Mobile-sourced Materials. Advances in Language and Literary Studies, 12(5), 23–29. https://doi.org/10.7575/aiac.alls.v.12n.5.p.23
Wu, Q. (2015). Pulling Mobile Assisted Language Learning (MALL) into the Mainstream: MALL in Broad Practice. Plos One, 10(5), 1–12. https://doi.org/10.1371/journal.pone.0128762
Xodabande, I. (2018). Iranian EFL Learners’ Preferences of Different Digital Technologies for Language Learning Beyond the Classroom. International Journal of Education and Literacy Studies, 6(3), 20–31. https://doi.org/10.7575/aiac.ijels.v.6n.3p.20
Yu-lin, C. (2015). The Impact of Technology-Integrated Instruction to Elementary Students’ Language Learning Motivation and Performance. Journal of Literature and Art Studies, 5(8), 678–688. https://doi.org/10.17265/2159-5836/2015.08.013
Yuan, Y., Harun, J. B., & Wang, Z. (2023). The Effects of Mobile-Assisted Collaborative Language Learning on EFL Students’ Interpreting Competence and Motivation. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 1–19. https://doi.org/10.4018/IJCALLT.332404