Toward the Achievement of English Language Learning Competencies Through the Use of an Application: A Case Study

Benjamin Maraza-Quispe, Maria Florencia Concha-Fuse, Jorge Luis Torres-Loayza, Grunilda Telma Reymer-Morales, Walter Choquehuanca-Quispe, Kelly Shirley Llanos-Talavera, Rafael Laura-Melendrez

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

Resumen

Mobile language learning applications for smart mobile devices have greatly evolved in recent years. These applications have great potential to help students learn the target language. The present research aims to evaluate the achievement of the competence to read various types of written texts in English as a foreign language using the Duolingo application. The methodology followed is quantitative, in which an experimental group and a control group, each consisting of 24 students, were selected through convenience random sampling. In the experimental group, 25 learning sessions were conducted using the Duolingo application over a period of 3 months, while the control group received no treatment. A Pre-Test and a Post-Test, extracted from the official 'British Council' website, were implemented. Entrance tests, feedback tests, and exit tests were administered. The results demonstrated that the Duolingo application has a positive and direct influence on the consolidation of the competence to read various types of written texts in English as a foreign language. A significant improvement was evident compared to the initial results with the exit test, with 77.3% of the sample achieving or surpassing the expected level of performance. In conclusion, participants expressed interest in various aspects of Duolingo, such as forums, podcasts, and identifiable themes in each lesson. However, two drawbacks have been identified, namely occasional issues with speech recognition and limitations in advanced language skills.

Idioma originalInglés
Páginas (desde-hasta)278-286
Número de páginas9
PublicaciónRevista Iberoamericana de Tecnologias del Aprendizaje
Volumen18
N.º3
DOI
EstadoPublicada - 1 ago. 2023

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© 2013 IEEE.

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