Effects of mobile-assisted language learning on proficiency and motivation for Chinese ESL students’ learning French on Duolingo

Thesis

With the rapid evolution of technologies, mobile devices have become ubiquitous in daily life, offering unprecedented flexibility in language teaching and learning. A variety of language learning apps claim to boost learning outcomes, enhance learners’ motivation and make the experiences enjoyable. This research aims to investigate the effectiveness of mobile-assisted language learning (MALL) platforms, focusing on Duolingo as a representative example. This study adopts a mixed-method quasi-experimental design involving 18 Chinese college students in the UK. Data were obtained from a pretest and a posttest of French proficiency, a motivation survey guided by Self-Determination Theory (SDT), and semi-structured interviews with 5 participants. The students learned French through English instruction exclusively using Duolingo for 4 weeks in uncontrolled conditions. The results showed that the learners’ scores significantly increased after the 4-week learning session, but their progress was not correlated with the time spent on Duolingo. Furthermore, novice learners made more progress than intermediate learners with similar learning time. Participants reported positive attitudes on both extrinsic and intrinsic motivation scales, though neither scale correlated with the progress they made. According to the interview data, Duolingo enhanced learners’ motivation, perseverance and learning experiences, but it may not be as effective as traditional instruction due to its unsystematic knowledge, mechanical exercises and slow progress, particularly for more advanced learners. Limitations and implications are also discussed, highlighting the need for further research with robust designs to enhance the understanding of the impacts of MALL platforms.

Authors: Duan, H

• DOI: 10.5287/ora-xqopvqke5
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: mobile learning; test; interview; survey; ALSLA; mobile-assisted language learning; quantitative; language learning apps; ALSLA2024; mixed method; qualitative; Duolingo; self-determination theory
• Subjects: quantitative research; mixed methods research; second language acquisition; mobile-assisted language learning; surveys; interviews; qualitative research