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People from different countries communicate with each other for various purposes such as education, business or vacation. Hence, the era we live in necessitates knowing a second language and it is not an easy process. Language learning requires more practice, effort and active usage of the target language in daily life (Thornton & Houser, 2005). Although the curricula applied in schools includes lessons related to second language learning, learning is often limited to traditional classroom activities. Learners sometimes need extra materials and activities to improve their language skills even if they take courses for language learning. In addition, there is no chance for everyone to learn a language at schools as formal education. The deficiency or inadequacy of opportunities forces learners to seek additional sources that are accessible through technology. Nowadays, there are many websites and applications related to language learning according to learners’ needs and preferences in skills. Each application or website creates different perspective by using various activities for educational purposes. Hence, more self-regulated learners tend to look for outside sources such as mobile language learning applications and programs as an alternative way of improving their language proficiency. Indeed, mobile applications have the potential to make language learning easier and meaningful beyond the classroom. Nevertheless, scant attention has been given to this line of research, especially in EFL contexts. Therefore, this study investigated the use and effectiveness of a popular and free mobile application, Duolingo, through the lens of self-directed learning theory. Duolingo basically offers a self-paced learning, has a rich context and provides interaction with other language learners through web browser and mobile phones. On the other hand, self-directed learning theory that features learners’ characteristics was preferred as an internal factor to examine effects of motivation and internalization in this study. The main aim is to investigate the extent to which learners’ self-regulatory levels and Duolingo-boosted language proficiency levels are related, and in which aspects of language skills Duolingo is the most effective. Quantitative and qualitative data were collected concurrently through a 21-item online survey with 5- point Likert scale and five open-ended questions concerning with advantages, disadvantages of the application, the comparison with other learning tools and suggestions. Eighty-three Duolingo users coming from a variety of language backgrounds took part in the survey. The quantitative results showed that Duolingo was more appropriate for beginner-level learners because of its repetitive and practical activities in basic skills. Descriptive analyses were used to define the features of participants and frequency analyses and ratio analyses were used for answers in 5-point Likert Scale. The qualitative results indicated the alternative applications preferred by users and the advantages and drawbacks of Duolingo. This study discussed the effects of self-directed learning on learners’ progress when combined with technology and suggested some strategies about how Duolingo could be improved for advancedlevel learners. |
