The Summary Journal 13

The Effect of a Mobile Gamification App on Elementary Student’s Spanish Achievement and Self-Efficacy

Computer Assisted Language Learning, 2017

By Jason R. Rachel and Amanda J. Rockingson-Szapkiw

Calvary Christian Academy, Fort Lauderdale, FL, USA and University of Memphis, Memphis, TN, USA

Foreign language literacy is of great value to national security, economic growth, and international relations (Lacorte, 2013; Pufahl & Rhodes, 2011). Students who start foreign language study before the age of 12 can attain higher levels of foreign language proficiency than students who start later than 12 (Abrahamsson & Hyltenstam, 2009), yet the United States has placed a low priority on the amount of time and resources devoted to foreign language study in elementary schools. Math, language arts, and science programs received greater scrutiny under programs like the No Child Left Behind Act (2001), and schools have invested their resources accordingly (Taylor & Lafayette, 2010).

The purpose of this study is to determine the effectiveness of a mobile gamification application for Spanish instruction in comparison to face-to-face foreign language instruction. The mobile gamification application used in this study is Duolingo®, an application that integrates adaptive learning and gamifi- cation for teaching Spanish. Two research questions were examined: (1) What is the effect of a foreign language mobile gamification application on elementary students’ Spanish language achievement, while controlling for a Spanish language achievement pretest? (2) Does elementary students’ academic selfefficacy differ based on the type of foreign language instruction provided (i.e. traditional vs. a foreign language mobile gamification application), while controlling for an academic self-efficacy pretest?

Quantitative study examined the effect of a mobile gamification application on Spanish language achievement and student self-efficacy for elementary students. More specifically, quasi-experimental, pretest-posttest non equivalent control group design was used to compare elementary school students’ language achievement and student academic self-efficacy when participating in Spanish language instruction using only Duolingo versus traditional face-to-face classroom Spanish instruction.

The participants in this study were a convenience sample of third and fourth grade (N = 187) student from private school in South Florida. However, not all student data was included in the study. The Foreign Language in Elementary School (FLES) program at the site school consists of a once-per-week, 40 minute Spanish class.

The results of the study are consistent with other research that has examined Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL). For example, Peterson (2010) found no difference in achievement when he compared high school students, participating in e-tutor software, like Duolingo, and face-to-face instruction. In a meta-analysis of e-tutor systems, Cerezo, Baralt, Suh, and Leow (2014) concluded that face-to-face versus CALL often produce similar learning outcomes. Similarly, Grgurovic, Chapelle, and Shelley (2013), in their meta-analysis of computer technology-supported language learning, concluded that students using computer technology supported language learning performed similarly or outperformed those using traditional instruction. Research consistently shows MALL and CALL producing similar positive results (Foomani & Hedayati, 2016; Sato, Murase & Burden, 2015; Shi, Luo & He, 2017).

Findings of this research on self-efficacy are similar to previous research and theory. Previous research has established an association between computer-facilitated language learning and self-efficacy (Chang, 2005; Zheng, Young, Brewer, & Wagner, 2009). Moreover, Bandura (1982), in his social cognitive theory (Bandura, 1982), suggested that (1) mastery experiences, (2) vicarious experiences, (3) social persuasion, and (4) physiological and emotional states, elements found in mobile gamification apps, influence self-efficacy in a positive manner.