The Summary Journal 12

The M-Learning Experience of Language Learners in Informal Settings

13th International Conference Mobile Learning 2017

By Emine Şendurur, Esra Efendioğlu, Neslihan Yondemir Çalışkan, Nomin Boldbaatar, Emine Kandin and Sevinç Namazli

Ondokuz Mayis University, Turkey  and Turkish Ministry of National Education, Turkey

In this study, the researchers are going to explore the m-learning experiences of Duolingo users. It is a very popular application having 50 million users and has versions in different languages. There are studies including many MALL, but this study is designed to have insights of user experiences in a specific MALL. The following research questions will be utilized: (RQ-1) Why do the participants prefer m-learning applications?; (RQ-2) What are the user experiences of Duolingo m-learning application?

The design in this study used a single case-study (Yin, 2009).  The researchers deliberately choose a group of adult language learners having m-learning experience on Duolingo mobile application. 18 users were invited for interviews. They use at least one language learning application in addition to other apps. The mostly studied language is English (N=13), then German (N=4), Spanish (N=3), and finally Italian (N=1). Their occupations of participants were: student (N=4), teacher (N=4), engineer (N=2), accountant (N=2), civil servant (N=2), ship-broker (N=2), interpreter (N=1), and graphic designer (N=1). The data collection is through semi-structured individual interviews lasting about 10-15 minutes.

In user experience, effective and efficient use of the app is very important in addition to the satisfaction. If people perceive the ease of use then the frequency and the probability of the good experience may occur (Hsia, 2016). The majority of the participants were very positive about the interface and the overall experience. Duolingo supports multiple types of practices ranging from vocabulary to pronunciation. Such a rich environment can increase the flow of the usage. Gikas and Grant (2013) suggest that the quick access, situated learning, and various learning options are the advantageous parts of m-learning. Practicing vocabulary, grammar, speaking, and listening with repetition were seen crucial according to the participants. Duolingo offers an extensive series of practice, which may appeal the users, so that they continue to use it. Such apps can be used not only informally out of the school, but also during the formal learning period to support the user (Steel & Levy, 2013). Although the aim of the notifications is to encourage users to log in the system, for some participants those notifications were the main reasons why they leave the system eventually. At this point, the designers should carefully analyze the needs of the stakeholders (Stockwell & Hubbard, 2013). Recently, adaptive learning environments are on the spot. For such popular m-learning apps, adaptive features should be embedded in the future.