Jul 2026· Teaching English and Language Learning English Journal· 0 citations· 14 references
TL;DR
Students’ language production abilities following their interaction with Duolingo are analyzed, indicating that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns.
Abstract
Second language learning is a complex process involving cognitive, linguistic, and social dimensions, particularly within the framework of Second Language Teaching (SLT), which emphasizes a balance between linguistic accuracy and communicative language use. In recent years, mobile-assisted language learning (MALL) has significantly influenced learning practices by enabling flexible access to materials beyond the classroom and increasing learners’ exposure to the target language. One widely used application in this context is Duolingo, which provides structured, pattern-based exercises to improve vocabulary and grammatical accuracy. However, previous studies have primarily focused on learning outcomes, with limited attention to how learners produce language after engaging with such exercises. This study aims to analyze students’ language production abilities following their interaction with Duolingo. It employed a descriptive qualitative approach with a process-oriented classroom observation design involving two junior high school students learning English as a foreign language. Data were collected through observation checklists, field notes, and students’ language output during and after learning sessions, focusing on grammar, vocabulary, fluency, pronunciation, and coherence. The findings indicate that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns. Although fluency and pronunciation were relatively adequate in familiar contexts, both participants showed limitations in producing varied and coherent sentences independently, highlighting the need to integrate communicative activities.
English as a Foreign Language (EFL) necessitates effective communication in English; unlike in the global context, most learners struggle with fluency, accuracy, and confidence in addressing English speakers. Task-Based Language Teaching (TBLT) is a practical approach to improving oral proficiency, with potential outcomes depending on the strategies employed. This paper explores how TBLT affects the process of the acquisition of oral communication in first-year EFL students enrolled in Djelfa University. Employing a one-group experimental design, 33 students were tested using pre- and post-tests, during which their scores were measured in relation to six criteria of oral communication: fluency, pronunciation, grammar, vocabulary, interaction, and comprehension. The integration of qualitative classroom observation methodology with quantitative data provided a comprehensive understanding of student engagement and language use during the intervention period. Despite a limited sample size and the absence of a control group, the study demonstrates significant improvement across all examined dimensions, with the most pronounced advancements shown in fluency and interactive competence. The findings indicate that the application of communicative, meaningful activities enhances the facilitation of linguistic correctness and fluency, in addition to allowing learners confidence and autonomy in spoken English. The study paper contributes to the growing interest in Task-Based Language Teaching (TBLT) within English as a Foreign Language (EFL) instruction, advising curriculum architects to integrate the task-based technique directly into the oral communication course to promote the acquisition of practical and functional language skills.
Highlights• Task-Based Language Teaching (TBLT) significantly improved first-year Algerian EFL students’ oral communication skills across all six measured dimensions, with vocabulary showing the largest gains and fluency and grammar demonstrating substantial improvement.• A mixed-methods approach combining pre-post testing with systematic classroom observation and error analysis revealed that immediate corrective feedback during task cycles, particularly recasts and clarification requests, effectively reduced morphological, syntactic, and lexical errors while enhancing interactive competence.• The study documents a comprehensive taxonomy of 30+ recurring communicative errors among novice EFL learners (including cross-linguistic interference from Arabic and French), providing empirical evidence for targeted pedagogical interventions within TBLT frameworks.• Findings demonstrate that meaning-oriented tasks (role-plays, problem-solving, debates) foster both linguistic accuracy and fluency in under-researched North African higher education contexts, though pronunciation gains remained modest, suggesting the need for supplementary phonetic training alongside communicative tasks.
Jihad Abbas, Mirajur Rhaman Shaoan, Shihong Du et al.· Asia Social Issues· 0 citations
Vocabulary learning has been acknowledged as a persistent challenge for many English as a Foreign Language (EFL) learners, especially in contexts where vocabulary teaching is largely dependent on memorization and provides little opportunity for authentic language use. Mobile-assisted language learning (MALL) tools are becoming more and more available and applications such as Quizlet have been widely used to facilitate vocabulary development. This study investigated Vietnamese EFL students’ perceptions of using Quizlet for English vocabulary learning at Melbourne Polytechnic Vietnam. The study used a sequential explanatory mixed-methods design, comprising a questionnaire answered by 35 students and follow-up interviews with seven of the participants. Quantitative data were analyzed using descriptive statistics. Meanwhile, qualitative data were analyzed using thematic analysis. In addition, the results indicated positive perceptions of the usefulness, ease of use, engagement and satisfaction with Quizlet. Students identified Quizlet as a tool that improved vocabulary retention due to frequent exposure and retrieval practice, increased motivation through engaging and game-based activities, and provided easy access on mobile devices. However, participants identified several limitations, including repetitive learning activities, Internet-related issues and a lack of opportunities for contextualized vocabulary use. The study also suggests that Quizlet can be an effective supplement to vocabulary learning when incorporated with teacher guidance and communicative classroom practices. The findings add to the growing body of research on technology-enhanced vocabulary learning and have pedagogical implications for EFL instruction in Vietnamese higher education. Furthermore, the study extends existing research by providing insights into learners’ experiences with Quizlet in an underexplored Vietnamese tertiary EFL context.
Thao Nhi Le, T. Dương· EIKI Journal of Effective Te...· 0 citations
Corpus-based tools and techniques not only facilitate the description of learners' language but can also be used in educational settings to design targeted classroom activities. This approach is known as data-driven learning (DDL). Access to corpus data enables learners to observe and analyze patterns in real language use, addressing their specific needs and fostering learning autonomy. While several studies have examined the effectiveness of DDL in teaching various language skills, few have investigated its impact highlighting the implications for specific cultural groups. Adopting a cumulative knowledge building perspective, this study systematically synthesizes and builds upon previous empirical research to advance our understanding of the effectiveness of DDL for South Korean learners of English. The purpose is paper to (1) survey different DDL activities piloted in vocabulary instruction across various English language teaching contexts in Korea; (2) determine the effectiveness of DDL for vocabulary instruction for this demographic; and (3) explore Korean learners' attitudes towards DDL. To do so, empirical studies were systematically identified using the Korea Citation Index with the keywords “data-driven learning,” “corpus-based,” “vocabulary,” “lexis,” “Korea,” and “Korean.” The results indicate that DDL is generally welcomed by and effective for students in this demographic. By building on cumulative findings, this study provides empirical foundation for curriculum development, classroom practices, and teacher training. Tailoring DDL activities to the Korean context can maximize their effectiveness addressing learners' unique linguistic challenges.
W. Acorinti· The ESPecialist: Research in...· 0 citations
It is concluded that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction, and English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Multilingualism has become increasingly important in a globalized world where communication across languages and cultures is essential. However, many learners still face challenges in developing effective language skills despite exposure to foreign languages through formal education and digital media. This study aims to identify the language learning strategies used by multilingual learners and examine the role of motivation in multilingual development. The study focuses on strategies applied in listening, speaking, reading, and writing, along with motivational factors that support language acquisition. A mixed-methods descriptive approach was employed involving 20 respondents consisting of Grade 12B students and multilingual teachers at Nizamia High School. Data were collected through a Google Forms questionnaire and analyzed using descriptive statistics and thematic analysis. The results showed that the most frequently used strategies were listening-based activities, including songs, movies, podcasts, audiobooks, repetition, and comprehension monitoring. Reading strategies, such as skimming and scanning, were also commonly applied by learners. The primary motivational factors identified included educational goals, personal interests, career development, and travel purposes. This study concludes that a combination of effective language learning strategies and strong motivation is a key factor in developing multilingual competence. Learners who actively engage with authentic language exposure, monitor their comprehension, and practice consistently are more likely to achieve higher levels of multilingual proficiency. Therefore, providing explicit instruction on language learning strategies and strengthening learner motivation are essential for supporting students in developing sustainable multilingual skills in an increasingly interconnected world.
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Mariela Katherine Moreira López, Cinthia Vanessa Ayala Imbaquingo, Angie Paulina Espinoza Morocho et al.· Revista Científica de Innova...· 0 citations
