4 de agosto de 2016

The case for using DUOLINGO as part of the language classroom experience / DUOLINGO como parte del curriculum de las clases de lengua extranjera

The case for using DUOLINGO as part of the language classroom experience / DUOLINGO como parte del curriculum de las clases de lengua extranjera

Pilar Munday

Resumen


This article explores the idea of using an already existing language learning app, Duolingo, to complement traditional university level courses of Spanish as second language. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner’s Spanish course (level A1) and the other one an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser. The functionality of Duolingo, the kind of activities that can be undertaken, and how learning is achieved are described. Preliminary results suggest that Duolingo is an easy-to-use app, which is useful, and has learning potential, although its main modules are not based on communicative competence. It is usually enjoyed by students because of several features, such as its ease of access on a mobile device, its gamified aspect, and the variety of tasks available. Possible ways to incorporate Duolingo into foreign language courses are discussed, always considering it as a complement to the curriculum, but also considering its value to reinforce vocabulary and grammar acquisition through spaced repetition, interleaving of different skills and a variety of activities.
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Este artículo explora la idea de utilizar una aplicación móvil (ya existente en el mercado para el aprendizaje de idiomas), Duolingo, para complementar las clases tradicionales de español como lengua extranjera a nivel universitario. Este tipo de aplicaciones hacen uso de la tecnología adaptiva para el aprendizaje, permitiendo así adaptar las tareas al nivel de cada estudiante. En el caso de esta investigación, Duolingo formó parte del programa de estudio de dos clases universitarias de español, una a nivel principiante (A1) y otra intermedio alto (B2). Los estudiantes accedieron a la aplicación de manera online, tanto en plataformas móviles como en su versión de escritorio. Este artículo describe el funcionamiento de Duolingo, el tipo de actividades que se pueden realizar con ella y de qué forma se adquieren conocimientos  con esta aplicación. Los resultados preliminares de este estudio sugieren que Duolingo es una aplicación fácil de usar, útil y con mucho potencial, a pesar de basarse en tareas que no están enfocadas a la competencia comunicativa. Parece ser del agrado de la mayoría de los alumnos por varias razones, como la posibilidad de fácil acceso a través del móvil, los aspectos de gamificación en su diseño y la variedad de tareas que contiene.  A la luz de los resultados obtenidos, se sugieren algunas mejoras, además de posibles formas de  integración en el currículo de una clase de idiomas, siempre considerándolo como un complemento al programa de lenguas, pero también valorando su capacidad para repasar vocabulario y gramática a través de la repetición espaciada, entrelazando habilidades diferentes y con variedad de actividades.

Palabras clave


MALL (Mobile Assisted Language Learning), ubiquitous learning, foreign language learning, mobile applications, differentiation, self-directed learning, spaced repetition, didactics / MALL (aprendizaje de lenguas asistido por tecnología móvil); uso didácti

Texto completo:

PDF (ENGLISH)

Referencias


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DOI: http://dx.doi.org/10.5944/ried.19.1.14581