عنوان

App Attrition in Computer-Assisted Language Learning: Focus on Duolingo

Number

TL57964

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

App Attrition in Computer-Assisted Language Learning: Focus on Duolingo

General Material Designation

[Thesis]

First Statement of Responsibility

Tuncay, Haluk Olcay

Subsequent Statement of Responsibility

Sarkar, Mekhala

Name of Publisher, Distributor, etc.

McGill University (Canada)

Date of Publication, Distribution, etc.

2020

Text of Note

116 p.

Dissertation or thesis details and type of degree

M.A.

Body granting the degree

McGill University (Canada)

Text preceding or following the note

2020

Text of Note

Language learning apps (LLAs) are computer programs that offer individualized, usually self-directed, and accessible (free or low-cost) language instruction. Studies suggest that the pedagogical affordances of LLAs can enhance the learning experience in many ways (Chukharev-Hudilainen & Klepikova, 2016; Fiori, 2005; Liakin, Cardoso & Liakina, 2015). However, there are many challenges that computer-/mobile-assisted language learning (C/MALL) bring to the learning environment, resulting in high levels of user dropout from using LLAs (Garcia-Botero & Questier, 2016; Nielson, 2011). We propose the term 'app attrition' to describe this process, whereby language learners abandon an app due to a series of internal and external factors. The current study aims to identify these factors and to examine how they affect users' perceptions in a C/MALL setting, building on data collected from users of the language learning app 'Duolingo', one of the most popular LLAs currently available. Using questionnaires (Likert-scale items and open-ended questions), we surveyed 79 Turkish (L1) Duolingo users learning English as a Foreign Language in Turkey on many factors that have been reported to contribute to app attrition: reduced motivation, social isolation, anxiety, lack of success, inability to regulate learning, lack of guidance, inauthenticity of content, poor instructional quality, and technical issues. In addition, our study included interviews with a small number of participants for an in-depth investigation of users' behavior. From social constructivist and connectivist perspectives, we discuss the pedagogical implications of our findings by highlighting ways of mitigating the effects of app attrition in self-directed language learning-an important challenge that, to our knowledge, has not been comprehensively examined in the literature.

Subject Term

Grammar

Subject Term

Motivation

Tuncay, Haluk Olcay

Sarkar, Mekhala

McGill University (Canada)

Electronic name

p

[Thesis]

276903

a

Y