Evaluating the impact of the duolingo app on the improvement of language reflexes in learning english among duolingo users

STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES ---o0o--- GRADUATION THESIS EVALUATING THE IMPACT OF THE DUOLINGO APP ON THE IMPROVEMENT OF LANGUAGE REFLEX

INTRODUCTION

Introduction

English, for a long time, has always been known as the global language It is spread in literally all points of life, ranging from business and the economy to science, industry, art, and entertainment Such popularity is due, among other things, to the ability of human beings through a shared language to access unique for different countries, people, and cultures, understand and convey these discoveries to others This type of communication indirectly favors the accelerated development of the country’s economy For this reason, many countries in the world give it importance and compulsory status at every educational level But in any language, be it English or even such difficult languages as Arabic, the meaning and purpose of learning the language will remain the same – this is to convey a certain meaning and provide communication Specifically, the necessary skills for learning English each have their unique functions and still actively interact with each other simultaneously, so that every person and organization can reliably and correctly obtain certain information Moreover, precisely the communication effect plays a certain role in the success of the information transfer process With the rapid development of technology, language learners now have access to advanced tools that make the process of studying English easier and more convenient

In terms of MALL (mobile-assisted language learning) application, Duolingo is widely recognized as a leading and powerful example due to its user-friendly interface and interactive nature The effectiveness of Duolingo courses in teaching useful skills like speaking is still up for debate (Jiang et al., 2021) Language reflexes are one of the crucial components in building up the capability to carry on a good conversation in any language Specifically, reflexes in language learning can be comprehended as the ability to produce language quickly, and intuitively without any translation process Their importance lies in the way it helps smooth the way for fluency and spontaneity in communication This research aims to evaluate the effectiveness of Duolingo in which this app can help enhance the reflexes in language learning among its learners by surveying and interviewing many Duolingo users By researching this matter, we can dig deep into whether using Duolingo can refine the ability to quickly, and accurately

2 respond in a language environment This research brings about benefits to not only its learners but also those who want to give it a shot, and understanding more about it can make a big difference in their learning process.

Research background

The balance of human knowledge and, consequently, the increase in inventions that facilitate human life has been positively reflected in this By providing scientific instruments and modern knowledge that facilitate the delivery of information to pupils, it has significantly contributed to improving education Besides the never-ending reformation of education technology, is the birth of the foreign language learning applications to build an interactive self-study environment and help the students acquire language capabilities by providing relevant documents, lessons, and online learning aids One of the prominent representatives in this regard is Duolingo, a very popular foreign language learning application not only in Vietnam but all over the world as well

There has been much research on Duolingo's actual efficacy in upgrading learners' English skills, especially speaking skills, which can directly affect the progress of developing language reflexes in the past Psychogyiou and Karasimos (2017), using Duolingo to study the effectiveness of distance learning through learning support tools, have recorded many different opinions from learners Rodríguez-Fuentes and Swatek

(2021) studied the differences between MALL instruction with Duolingo and traditional classrooms Skills such as speaking and writing can be significantly ameliorated if users are committed to learning through this application, highlighting the role of Duolingo as a supporting foreign language learning tool Furthermore, the study also found that those who completed the Duolingo course achieved a more positive outcome than those participating in a conventional, one-on-one classroom setting When it comes to teaching methods, according to an independent study conducted by the City University of New York and the University of South Carolina, an average of 34 hours of Duolingo is equivalent to a semester of language study at the university However, not every study points to Duolingo's utility in learning a foreign language For example, there is research by Crowther, Kim, and Loewen (2017) on the potential for adopting ways of learning through mobile media has shown that Duolingo's preference is to use clear information,

3 without context which led to a concern that whether users could develop their underlying competence after completing its courses

The ability to reflect in a language is an important factor in the success of mastering a language Duolingo can be a helpful tool in developing language reflexes, but it should be seen as just one component of a comprehensive language-learning approach The time required to develop language reflexes can vary for each individual depending on multiple factors and demands continuous practice So, can Duolingo, a popular language learning app with a large user base and positive reviews regarding its quality, help learners develop their language reflexes? The researcher was inspired to undertake this research by that question.

Objectives of the study

This study sets sights on evaluating the practical effectiveness that the Duolingo application brings in improving users' language reflexes Accordingly, some objectives are set as follows:

 Examining changes in users' language reflexes based on factors such as speed of language recognition and comprehension, accuracy in language usage, and flexibility in language usage

 Understanding the influence of individual factors on the development of users' language reflexes

 Evaluating users' satisfaction with the Duolingo application

 Can Duolingo help users refine their language reflexes?

 Do the personal factors have any relevance to the language reflex improvement process?

Significance of the study

The results of this study will benefit current Duolingo users who are learning a foreign language, especially English, individuals considering using Duolingo to learn or improve their English language skills, and the application developers

For current Duolingo users, learning a language requires significant time and effort, knowing the viability of their chosen learning method in developing essential language skills such as fluency can provide users with an accurate perspective of the application and inform their continued usage Furthermore, users can better understand how Duolingo can support their language learning journey and goals

For individuals considering using Duolingo, the results of this study can provide non- users with accurate and unbiased information regarding the application's effectiveness This can support them in making an informed and confident decision about using Duolingo as a language learning tool

For the development team of the Duolingo application, the results of this study can provide valuable insights for the Duolingo development team to improve and enhance the application This can contribute to the overall quality and effectiveness of the application, benefiting both current and future users.

Scope and limitations of the study

The research aim of this study is the performance in language reflexes through the use of Duolingo The online group of Duolingo’s users on social media platforms such as Facebook is selected for the specific location of the study Survey data for research was collected from 08 th April 2024 to 28 th April 2024

Some limitations in the research process have been identified as follows:

Time constraints: Research on the effectiveness of Duolingo would have a higher accuracy rate if more survey data were collected and analyzed in a more in-depth and comprehensive manner

Correlation limitation: Although a relationship between using Duolingo and improving language proficiency may be found, it cannot be definitively determined whether Duolingo actually enhances language skills, as the learning environment and other factors may influence this

Methodological limitation: The chosen research method was a survey through a questionnaire, which may not be the most suitable method for the research objective as the data could be influenced by external factors or individual factors

The data analysis part of the research study is conducted based on the researcher's interpretation of the data, with limited experience in this subject and modest expertise, making it difficult to avoid bias and errors in presenting results and handling data.

Definition of terms

Gamification is “the use of game elements in non-game activities” (Investopedia,

MALL stands for “mobile-assisted language learning” (Chinnery, 2006), referring to

“the usage of technology especially mobile phone technology in the field of language learning” (Cicih Nuraeni et al., 2020)

Summary

The first part of the research paper aims to provide the reader with an understanding of why the researchers chose this topic and to provide some relevant information about the research, such as the purpose, scope, and limitations of the study Additionally, it also provides information about the urgency of the topic to relevant stakeholders and explains the significance of some terms used in the paper

LITERATURE REVIEW

English Learning and Language Reflexes

2.1.1 Definition of language reflexes in the context of English learning

The Physiopedia website defines a reflex as follows: "A reflex is an involuntary and nearly instantaneous movement in response to a stimulus." (Physiopedia, 2019) This ability plays a crucial role in shaping and developing human skills and abilities It helps us learn from experiences and adapt to the surrounding environment Reflex also serves as the foundation for the formation of automatic behaviors that do not require conscious thought, aiding in saving time and energy in carrying out daily activities To gain a better understanding of this aspect, Ivan Petrovich Pavlov, a Russian physiologist, psychologist, and physician, conducted research and published about the law of conditioned reflex through his experiments in 1897 This was summarized by Posdunin

(1937) in his article on the impact of reflexology on modern language teaching in a subsequent way: “Every organism reacts to the influences of its surroundings These reactions may be of two different types: (1) the reaction of the organism to a given irritation is inborn; such reactions Pavloff calls unconditioned reflexes: thus a child quickly withdraws its hand when it touches something hot, even it has not had any previous experience of a burn; (2) the reaction is not inborn, or strictly speaking, the reaction distorts the inborn reaction of the organism; such reactions Pavloff calls conditioned reflexes.”

In the context of language learning, the term "reflex" is not widely used or formally defined However, it can be understood as an automatic and natural reaction in language use without the need for conscious thought In reality, the language learning process is a complex combination of forming new reflexes through associating new stimuli (conditioned reflexes) and using existing natural reflexes (unconditioned reflexes) When learning a language, learners may form conditioned reflexes by linking new vocabulary, grammar, or sentence patterns with specific meanings or contexts At the same time, they also use natural unconditioned reflexes when reacting automatically without thinking in communication situations or language use

2.1.2 Factors influencing language reflexes in English learning

Reflection in the language learning process is formed through exposure and listening, practice and repetition, communication in real contexts and language use, as well as feedback and error correction Combining these factors helps learners develop automatic and natural language reflection in the language-learning process Some factors that may influence this development process include the following:

2.1.2.1 Linguistic environment for English learning

The daily language environment of English language learners plays a crucial role in the development of language skills When learners reside in an English-dominant environment, they naturally have frequent exposure to and immersion in the English language This creates favorable conditions for them to master grammar, vocabulary, and language reflexes accurately Engaging in communicative activities within the language environment is also vital for language reflex development Regular exposure to communication in targeted language helps improve listening, speaking, and language usage skills naturally The educational environment and support play a crucial role in the development of language reflexes The language environment encourages autonomy and language application When learners can use English naturally and flexibly in real- life situations, their language reflexes will be developed and reinforced

2.1.2.2 Language input in English learning

Language input is the linguistic information that an individual receives from the surrounding environment It includes what we hear, read, see, and experience about language regularly Language input plays a crucial role in shaping and developing our language skills When exposed to language input, we encounter linguistic elements such as vocabulary, grammar, sentence structure, language use context, and language sounds For example, when listening to someone speak, we receive sound and vocabulary from their tone, intonation, and words they use When reading a book, we come into contact with vocabulary and grammar through sentences and paragraphs Language input provides us with models and information to learn and develop language skills By absorbing and engaging with diverse and rich language, we have the opportunity to expand vocabulary, improve grammar, understand sentence structure, and develop

8 language use abilities in different situations It can be said that language input has a close relationship with the formation and development of reflexes in language When exposed to diverse and accurate language, learners receive language models and expand their vocabulary Language input provides grammar patterns and sentence structures, helping learners understand and use language naturally

2.1.2.3 Motivation and engagement in English learning

During the process of learning English, motivation, and interest play a crucial role in developing language skills, especially when focusing on language reflexes “Motivation may be intrinsic, coming from inside the learner or extrinsic, imposed from outs” ( Cann, 1992)

Intrinsic motivation is an important factor; when learners have personal interests or joys in learning English, they will engage actively and patiently This can stem from personal interest, curiosity, or a sense of accomplishment External motivation such as rewards, grades, or recognition can also encourage learners to engage in learning English: however, internal motivation often provides more sustainable encouragement Motivatedness is considered to be an important component of student success in learning English, as pointed out by Hayikaleng, Nair and Krishnasamy (2016) Cann

(1992) in her psychological dissertation stated that motivation is essential to determine whether or not a student will take on the task at first sight, how much energy and effort he is willing to put into it, and his duration of persistence With sustained motivation and participation, language reflex skills become more automatic over time This automaticity allows learners to react quickly and accurately in using English without conscious effort, thereby facilitating fluency and proficiency in the language

2.1.2.4 Practice and repetition in English learning

There is an old saying:” Practice makes perfect” Practice helps increase reflexes in language because it creates repetition and reinforces language skills When we practice a skill multiple times, our brain forms strong neural connections related to language processing and production To understand this better, our brain has a way of enhancing connections during practice by reducing competition between unnecessary connections This occurs through a process called pruning, where weak connections are eliminated,

9 and only the strongest and most important connections are maintained With regular practice, important neural connections in language usage are strengthened, and unimportant connections are gradually eliminated, thereby increasing the neural transmission efficiency of the brain (Institute for Learning Brain Science, 2016)

Figure 2.1 “A thriving brain” – A vivid depiction of pruning process

(Source:https://modules.ilabs.uw.edu/module/first-2000-days-matter/a-thriving-brain)

When starting to learn a language, language skills such as listening, speaking, reading, and writing often require concentration and effort However, when we practice regularly and repeat language activities, these processes become more automatic Through repetition, the brain builds strong and efficient neural pathways, making language use more natural and requiring less conscious effort As language reflexes improve, we can react more quickly and accurately in using language Therefore, practicing extensively is an important factor in enhancing language reflexes Lynn (2016), an educational consultant and a teacher at Harvard University’s Bridge Program stated the true meaning of repetition is that learners commit a word into their memory by using that word again and again in different real-life situations She also pointed out the common obstacle that language learners often encounter, which is their inability to use the vocabulary they have learned in a new circumstance

To develop reflex abilities in learning foreign languages, it is indeed necessary to have regular and continuous practice and repetition However, if only practicing casually without determination, it is considered a futile waste of effort These seemingly simple

10 tasks can also yield results beyond imagination only when done correctly “Practice not only makes perfect, it makes permanent.” (Lynn, 2016)

2.1.3 Reflexes and their significance in English language learning

2.1.3.1 Different types of reflexes in English language learning

Reflex is an important concept in both biology and psychology, and it appears in many aspects of daily life Depending on the field and specific context, reflex plays a crucial role in regulating and interacting with the environment around us When it comes to aspects of learning and studying behavior, unconditional reflex and conditional reflex are two types of reflex commonly used due to their specificity and clarity Unconditional and conditional reflexes provide a simple and understandable basis for describing and explaining human reactions This helps clarify cause-and-effect relationships and deepen understanding of behavior and learning processes By using unconditional and conditional reflexes, the researcher can build predictive models and test human behavior in different situations (Domjan, 2020) This aids in developing effective educational strategies and interventions

Mobile Applications and English Language Learning

2.2.1 Role of mobile applications in English language learning

The integration of mobile applications into education, especially in language learning is no longer an unfamiliar concept in our lives Regarding the smartphone, the most used mobile device in the world, the number of its users will witness an upward trend in the next 5 years as described in the latest research on the user population from Degenhard (Statista, 2024)

Figure 2.2 Global Trend of Mobile Phone Growth in the Next 5 Years

(Source:https://www.statista.com/forecasts/1143723/smartphone-users-in-the-world)

Along with this significant expansion of the user base, the gradual emergence of mLearning (mobile learning) as a new educational trend is simply a matter of time According to Patel (2022), reachability, personalization, and adaptability are features that learning methods stand out and are innovative compared to traditional learning (Forbes, 2022) In the context of English language learning, they serve as versatile tools that facilitate and enhance the learning process By leveraging the power of mobile technology, these applications offer numerous advantages and contribute significantly

16 to language acquisition First of all, mobile applications give practical accessibility to finding out learning materials regardless of time or location This access makes certain that learners can make constant development as well as practice English on a regular basis also in the lack of standard class setups Second of all, mobile applications use an abundant range of interactive as well as appealing understanding sources They offer a large range of workouts, tests, video games, and also flashcards made to boost vocabulary, grammar, and such related skills as analysis and communication Additionally, mobile applications frequently integrate functions that advertise customized understanding experiences They enable students to establish objectives, track their development, and also get tailored suggestions based on their strengths along with weak points This individualized method assists students in concentrating on locations that require enhancement plus adjusting the understanding procedure to their private demands together with finding out designs

The potential in technology is immense and the emergence of more advanced technological products in the future is a possibility In that scenario, mobile applications, following that development direction, will have a stronger impact and will somehow redefine the education landscape as it has been and is currently doing

2.2.2 Advantages and disadvantages of mobile language learning apps in English learning

Mobile learning (mLearning) is a form of education that enables learners to access a vast and available vault of knowledge The positive change that this method brought to the educational results has been proven as it brings about more opportunities for individuals to acquire knowledge and support academic growth (Gafni, Achituv, & Rachmani, 2017) However, there is nothing that exists without both positive and negative aspects, and mLearning is no exception Some studies have shown that learning through a mobile application can lead learners to easily lose focus and even some individuals may use mobile devices for purposes other than learning (Thomes,

2019) These issues will be further analyzed below:

With the assistance of mobile devices, the learning process has been modified (Masero,

2023) Firstly, flexibility is one of the key benefits of mLearning With the rapid development of mobile technology, learners can access learning content from anywhere and anytime using just a smartphone or tablet This provides convenience and enhances the ability to learn according to individual needs and schedules To elaborate further, mLearning allows learners to adjust the learning pace to fit their capabilities and personal progress mLearning applications and platforms often offer the ability to customize learning content (Thomes, 2019) Secondly, mLearning applications and platforms are designed to provide multimedia learning experiences, user-friendly interfaces, and interactive activities By using images, videos, audio, and interactive activities, mLearning encourages learner interaction and active participation, enhancing interest and learning effectiveness (Vinci & Cucchi, 2007) Additionally, by using mobile applications and platforms, mLearning opens the door to education for remote communities and individuals who do not have easy access to learning resources Lastly, a lesser-known benefit of mLearning is its integration of online and traditional learning by leveraging the benefits of both learning methods to create a more diverse and enriched learning experience mLearning provides networking capabilities through social media, allowing learners to participate in forums, and discussion groups, or share knowledge with other learners This creates an interactive learning environment for exchanging ideas, helping learners build and expand their knowledge through communication and collaborative learning with a group as mentioned in the study by Criollo-C, Luján-Mora & Jaramillo-Alcázar (2018)

“Every coin has two sides” and no matter how exceptional and attractive the benefits are, there are also disadvantages to mobile learning One of the main challenges of mobile learning is the dependence on network connectivity (Viberg & Gronlund, 2013)

In online learning environments, a stable network connection is required to access learning content and interact with online learning resources When the network

18 connection is unstable, learners may face difficulties in accessing learning content and participating in online activities such as discussions, and interactions with instructors, or other learners Another issue to note is that when using mobile devices for learning, learners often face various distracting factors that may reduce learning effectiveness Mobile devices are used in online environments, meaning learners may be exposed to various distractions such as phone calls, messages, notifications from other apps, and the surrounding environment This is an important issue in mobile learning as it can significantly impact learners' learning ability and performance (Thomes, 2019) Finally, ensuring the security of personal information and learning data is an important issue in mobile learning This is particularly noticeable for mobile learning apps that require users to log in and store important information

2.2.3 Previous studies on the effectiveness of mobile language learning apps for English learning

With the increasing popularity of learning foreign languages through mobile applications, research aimed at verifying the effectiveness of these applications is being conducted more frequently The study by Nami (2020) from Amirkabir University of Technology shows that student groups, after a period of studying with mobile applications, demonstrated significant improvement in test results She suggests that this progress may be attributed to the ability to access educational materials beyond the classroom and the enhanced practice facilitated by these applications Another study by Kacetl and Klímová (2019) on the use of applications on smartphones for learning English found that this should be supported as these applications can increase the cognitive capacity of learners, their motivation to study in both formal and informal settings, learner autonomy and confidence, as well as promote personalized learning and help low-achieving students achieve their academic goals However, the two authors also expressed concerns about whether users' language skills will actually improve when learning in such a virtual environment because not all applications involving language learning are designed by experts in this field Mobinizad (2018), in his research on the application of mobile technology, elaborated on how users can leverage the excellent features of mobile technology to make their English learning

19 process easier and more effective He also advocated for the use of mobile devices as well as educational apps as supportive tools to achieve good results in the classroom Moreover, another study by Omnia Ibrahim Mohamed in collaboration with the Faculty of Languages and Translation at Sadat Academy for Management Sciences (2021) also emphasizes the integration of face-to-face communicative language teaching methods with knowledge acquisition through the use of mobile applications on devices such as phones and computers Although the results of this study suggest that this integration may be an ideal way to teach English to students, for skills related to listening and speaking, direct interaction remains a more essential factor

It can be seen that studies on the application of electronic devices for learning English, in general, all have a pessimistic presence thanks to the convenient features that technology brings However, there are still concerns and the actual effectiveness of some applications specifically designed for language learning According to Tommerdahl, Dragonflame, and Olsen (2022), the language learning applications they researched seem to focus only on a specific aspect such as enhancing vocabulary rather than on communication skills They also synthesized some studies such as the research of Dehghanzadeh et al (2019), Heil et al (2016), Sung et al (2015), and Burston's

(2015) which show that a large number of language learning applications with instructional programs cannot help learners develop all the necessary skills On the contrary to the opinions above, the study by Yurdagỹl and ệz (2018) when surveying students of the Middle East Technical University in Turkey about the ideal design for foreign language learning applications on mobile phones The research findings indicate that students primarily seek and request vocabulary practice applications, which would be more effective and beneficial It is noticeable that this is still a controversial issue at present, despite the undeniable benefits yielded by the products from our advanced technology.

Introduction to the Duolingo App

2.3.1 Overview of the Duolingo app

Duolingo is a popular language-learning mobile app and website at the current time The lively green owl is the symbol of Duolingo, this extremely famous language-

20 learning app has over 500 million downloads worldwide (Vietnamnet News, 2024) It provides a free and flexible online foreign language learning method, helping users learn and improve their language skills effectively Users can choose to learn various languages, including English, Spanish, French, German, Italian, Japanese, and many other languages The lessons on Duolingo are designed based on the "Gamification" principle to create and maintain interest for learners "Gamification" is the application of Game mechanisms (rules, points, leveling up ) to any activity to motivate and engage users Specifically, when completing lessons on Duolingo, learners will receive

"experience points" (EXP) EXP is the main mechanism through which Duolingo encourages users to continue learning and practicing, linked with other mechanisms like The Streak and Lingots The lessons are designed in levels from basic to advanced, allowing learners to progress through stages Duolingo provides lessons on vocabulary, grammar, pronunciation, and writing Lessons can be conducted through short exercises, quizzes, and drills With concise and quick lessons, you will practice useful communication skills while earning points and unlocking new levels (Duolingo, 2022) Duolingo also offers voice recording and speech recognition technology to help learners practice pronunciation Duolingo is designed with the principle of "play-based learning", suitable for all age groups from children to adults (Nguyen, 2023) A notable feature of Duolingo is its interactivity and learning community Users can participate in group activities, compete with friends, and receive feedback from other users in the community (Gafni, Achituv & Rachmani, 2017) Duolingo is indeed a reliable companion for millions of language learners worldwide

2.3.2 Features and functionalities of the Duolingo app

Designing a dynamic and diverse student program: Duolingo's lessons are designed in a gamified format, with numerous vivid images and sounds to engage learners and facilitate easier lesson absorption Duolingo offers podcasts on interesting and engaging topics to enhance listening comprehension skills, expand knowledge, and improve communication abilities Additionally, Duolingo provides short and humorous stories for reading practice and skill development in reading comprehension, vocabulary, and grammar The exercises are designed in increasing levels of difficulty, tailored to the learner's proficiency The courses offer rich vocabulary and grammar, capable of

21 teaching up to 2,000 words Moreover, for new or complex exercises, guidebooks will be provided for learners in advance

Figure 2.3 Illustration of Duolingo's English Language Learning Program

(Source:https://vietnamnet.vn/duolingo-de-che-ty-do-thay-doi-cuoc-choi-hoc-ngoai- ngu-truc-tuyen-i5004984.html)

Reward point system: Learners earn reward points upon completing lessons and tasks These points can be used to purchase items within the application, such as emoticons, badges, and avatars The Streak and Lingots are two features of the system that encourage learners to study with the application to achieve specific goals

Figure 2.4 Illustration of Streak and Lingots (Source:https://vietnamnet.vn/duolingo-de-che-ty-do-thay-doi-cuoc-choi-hoc-ngoai- ngu-truc-tuyen-i5004984.html)

Community features: Learners can connect with others worldwide through features such as leaderboards, clubs, and other community activities Duolingo also allows learners to connect and track the progress of their friends within the app They can view their study activities, compare progress, and mutually encourage each other in the learning process

Figure 2.5 Illustration of Duolingo’s leaderboard

(Source:https://vietnamnet.vn/duolingo-de-che-ty-do-thay-doi-cuoc-choi-hoc-ngoai- ngu-truc-tuyen-i5004984.html)

Duolingo is built on the "freemium" model (a combination of "free" and "premium"), meaning that all core features are available for free If users want to access more advanced features such as ad-free experience, downloading lessons, and offline access, they can subscribe to paid accounts as follows:

Super Duolingo : Super Duolingo is a paid language learning subscription account from the Duolingo app, offering more premium benefits than the free version When you sign up for a Super Duolingo account, you will experience the following benefits:

 Download lessons to learn languages offline

 No interruption from ads, ensuring a seamless and focused learning environment

 Zero limit on the number of study sessions, mistakes, and quizzes in lessons

 Streak (continuous study time) is reset monthly

 Use the recording feature and test new words by voice recording to enhance learning effectiveness

Figure 2.6 Duolingo plus account and its benefits

(Source:https://fptshop.com.vn/tin-tuc/giai-tri/cach-dang-ky-va-nang-cap-tai-khoan- len-duolingo-plus-172505)

Duolingo for Schools : Duolingo for Schools is a part of the Duolingo application, provided 100% free for teachers and students Duolingo for Schools allows teachers to create classes, assign tasks to students, and closely monitor students' learning progress When using Duolingo for Schools, teachers will have control and be able to monitor students' learning on the Duolingo platform (Miller, 2021) Using Duolingo for Schools also has several advantages such as:

 No advertisements and no limits on free usage

 Duolingo for Schools has implemented both ACTFL and CEFR standards to develop the Duolingo curriculum, making it easier for teachers to find content suitable for teaching purposes

 Applying Artificial Intelligence (AI) and language science to create learning

24 activities tailored to the level and pace of each student's learning

 Combining learning through games, aiding students in overcoming the feelings of boredom while studying Duolingo for Schools will assess the progress of each student through information such as the accuracy level in completing tasks and the speed of task completion by students

Figure 2.7 The Interface of Duolingo for Schools (Source: https://schools.duolingo.com/)

Another feature that is quite popular in the Duolingo user community is the "reminder" feature of the green owl every time users forget to access the lessons daily In fact, Duolingo is undoubtedly persistent in urging users to return to the lessons If users happen to not log into Duolingo for a week, Duo will appear in their inbox, using every possible means to beg them to come back

Figure 2.8 Fascinating notification from Duo (Source: https://blog.duolingo.com/hi-its-duo-the-ai-behind-the-meme/)

Furthermore, in 2014, Duolingo introduced tests capable of assessing users' English proficiency equivalent to other English exams such as IELTS, TOEFL The main difference is that candidates can take the test online at a cost of 59 USD per attempt, much cheaper than the over 200 USD fee for the TOEFL exam The Duolingo English Test is currently recognized by over 5000 universities and educational institutions worldwide (DET, 2024)

2.3.3 Previous research on the Duolingo app and its impact on English language learning

Many the researcher and the development team of Duolingo have conducted studies to validate the effectiveness that Duolingo brings to English language learners A study of Matra (2020) on the efficacy of Duolingo in vocabulary learning shows that this application truly helps surveyed students achieve higher scores in subsequent tests The positive impact of Duolingo on vocabulary aspects is also demonstrated in Ajisoko's

(2020) study, where the survey results of this researcher show that nearly 90% of Duolingo learners completely agree that they can better absorb vocabulary when studying with Duolingo Yuwono's (2022) study shows similar results with 7th-grade

26 students from a Junior High School Besides vocabulary aspects, Bazan's (2022) study indicates progress in the reading and writing skills of Duolingo users Jašková (2014) also notes in her thesis that Duolingo's knowledge delivery method is very modern, intelligent, and the application also excels in motivating learners Despite concerns about the future commercialization of Duolingo, she still agrees that this application will become popular and successful on a global scale Another study by Niah and Pahmi

(2019) on the improvement of listening and speaking skills that Duolingo brings to students at a junior high school in Pekanbaru, Indonesia, shows clear improvements in the speaking and listening abilities of these students, with the school teachers supporting the integration of this application into teaching and learning at the school In contrast to the above opinions, Psychogyiou and Karasimos (2017) acknowledge the importance of educational support applications like Duolingo and agree on Duolingo's ability to enhance vocabulary learning and pronunciation However, they still recorded some feedback from Duolingo users that the grammar learning program provided by this application is not yet truly effective Despite improvements in reading and writing skills, Bazan (2022) also points out in his study that Duolingo's listening and speaking training methods still have many limitations and may not fully help learners excel This is also found in Hazar's (2022) study that learners should combine learning on Duolingo with other language courses to enhance effectiveness Several other studies, including Yusda et al.'s (2020) research, indicate that the translation feature or speech recognition function of this application sometimes encounters many issues that make users feel uncomfortable As an application supporting foreign language learning, it must be acknowledged that Duolingo is performing quite well in fulfilling its role Not only does it provide free online courses, but Duolingo also makes the process of learning foreign languages less dry and boring Although the efforts of the development team in turning Duolingo into a true companion in learners' language conquest journey have been recognized, there will still be a portion of users who do not feel satisfied with those experiences This is an inevitable occurrence, but those opinions will become a driving force to help Duolingo's development team further perfect its brainchild

Linking the Duolingo App to the Improvement of Language Reflexes

The Academy of English Language Research and Training (2014) states, "Reflex in speaking English can be understood simply as the listener's action responding to a stimulus quickly, this action is expressed by words to the speaker (Speaking out the sentence, the idea one wants to express to respond to a certain stimulus)." Unfortunately, there is not many researches directly analyzing the relation between Duolingo’s efficiency and the improvement of language reflexes Research that mentioned specifically the beneficial effect of Duolingo on the development of language reflexes was conducted by Rolando et al (2019) The result indicated that such aspects linking to language reflexes as eloquence, accuracy, and pronunciation were markedly enhanced by practicing with Duolingo The Academy of English Language Research and Training (2014) stated, "Reflex in speaking English can be understood simply as the listener's action responding to a stimulus quickly, this action is expressed by words to the speaker (Speaking out the sentence, the idea one wants to express to respond to a certain stimulus)." The analysis results of Alfuhaid (2021) on the impact of Duolingo on high school students in Saudi Arabia also show that this application can positively affect nearly all basic skills, especially speaking skills when the reaction speed of students to English questions has been elevated The study by Nita et al (2023) also agrees with the views of the aforementioned studies on the improvement of language reflexes of Duolingo users

Through examining some previous studies, the researcher has observed that Duolingo users may experience development in language reflexes, which may be associated with assessing the effectiveness of this application on skills related to reflexes such as speaking or reading comprehension.

Critiques and gaps in the existing literature

In the research document, the researcher identified some gaps as follows:

Research on language reflex improvement for Duolingo users is not a very common topic in this field, so there will not be a lot of literature to compare when analyzing the results This will affect the objectivity and accuracy of the research results when the the

28 researcher cannot avoid adding biased opinions to the analysis Language reflex is just a small branch of human reflex abilities, so there is not much specific information on this issue for the researcher to refer to Therefore, to conduct this research, the researcher will have to analyze the factors related to language reflex before drawing conclusions Thus, the reliability of these conclusions will not be high.

Theoretical framework

Based on previous theories and research findings, it can be observed that the factors used to evaluate the improvement of language reflexes mainly relate to reaction speed, accuracy, and response time when using English Therefore, the most prominent three factors selected by the researcher to assess the effectiveness of Duolingo in improving language reflexes will include:

Speed of language recognition and comprehension: Refers to the response time when users hear, read, or recognize a word, sentence in the language That is, the speed at which users can recognize and react to language factors It also refers to the extent to which users can grasp and understand the meaning of words, sentences, contexts in the language This ability is related to users' ability to understand and interpret the content of the language

Accuracy in language usage: Refers to the level of accuracy, precision with which users can respond or react in the language

Flexibility in language usage: Refers to the ability to adapt, adjust the user's language usage in different situations

Figure 2.9 Factors selected to evaluate the improvement of Duolingo learners

These factors, as mentioned earlier, are the most relevant to the language reflexes that the researcher have found from precious documents To conclude on the improvement in user reflexes on Duolingo more reliably, it is necessary to evaluate the direction of change of all three factors If the use of Duolingo shows the improvement in all three factors, the language reflexes of its user can be said to be developed.

Summary

In this chapter, the researcher primarily analyzes the theoretical aspects related to the chosen topic Additionally, the researcher introduces previous studies on the same subject and identifies any knowledge gaps Through this synthesis, the researcher can easily gain an overview of the direction of the topic and make predictions about the results obtained The theoretical framework is also selected and constructed through this process

Speed of language recognition and comprehension

Accuracy in language usage Flexibility in language usage

RESEARCH METHODS

Locale of the study

To collect as much data as possible in a short time, the researcher took the plunge to focus on groups of Duolingo users who are members of online language learning communities Since the main goal of this study is to examine Duolingo learners' experiences in improving language reflexes, the researcher has no requirement to verify participants' knowledge background The reason why online language learning communities are selected is that these communities can include a great number of Duolingo users from many regions of the world By including both Vietnamese and foreign individuals in the survey, the research will achieve diversity in language, culture, and perspectives It also provides an opportunity for the researcher to gain a better understanding of the differences in perspectives, experiences, and reactions of individuals from different cultural and linguistic backgrounds This helps broaden the scope of research and provides a more comprehensive overview of the studied issue.

Research design

After consulting several previous studies in the field, a cross-sectional design is chosen for this research The reason for that decision is that this research was conducted temporarily, so this design can be the most suitable for the objectives and timeframe of this research To be more specific, the cross-sectional model collects data at a specific point in time, saving time and resources compared to conducting long-term research (Setia, 2016) Data collection may occur only once and will be quickly analyzed to produce results This model also allows the researcher to examine the relationships and correlations between variables at the same point in time The researcher can use statistical analysis to explore the relationships between variables and make observations about their correlations This can help the researcher understand the characteristics and properties of a population or sample group, and make it possible to settle on a wise choice Simplicity is also another reason why the research opted for this design With the scope of this study, the data can be immediately analyzed once the number of necessary respondents is reached Subsequently, appropriate statistical methods and data analysis techniques will be applied to explore the relationships and correlations

Respondents of the Study

The study included a sample of 100 participants who are Duolingo’s English learners and have experience using Duolingo for a certain period There was only one inclusion criterion for the respondents they are Duolingo’s English learners and readily provide further information about their opinions about Duolingo.

Research instrument

A questionnaire was used as an instrument for the process of collecting data The reason for employing the questionnaire survey method in this study is due to the time constraints and the need for obtaining the most objective results To achieve this, the the researcher need to gather a large amount of opinions from Duolingo learners However, this is not an easy task because for this target group, participating in language learning groups on social media and requesting them to fill out surveys would be much more feasible compared to other methods of information collection Therefore, the questionnaire survey method was chosen as it would help save time and could be conducted through social media channels while still obtaining a substantial amount of user feedback Furthermore, since the survey respondents are mostly unfamiliar with the the researcher, seeking their opinions through a questionnaire survey would reduce their skepticism and enhance their willingness to provide assistance This approach aims to foster a higher rate of agreement and support from the respondents

During the process of creating a questionnaire for the survey, the researcher generated questions that could reflect multiple aspects simultaneously This can help the researcher evaluate a comprehensive picture of the effectiveness of improving speaking skills specifically and language proficiency in general Such multi-faceted questions also allow the researcher to explore the relationships and interactions among these aspects Consequently, the researcher can analyze more intensively the underlying factors and their impact on the progress of Duolingo learners The questionnaire was divided into three different parts The main role of the first part is to find out some general information about the respondents such as their gender, academic background, and reasons for using Duolingo The next part mainly concentrated on the learners’

32 experiences while learning with Duolingo The last part, also the most important part, provides a deeper understanding of the change of Duolingo learners in specific aspects representing the language reflexes The aspects mentioned were designated based on the affecting factors listed in the theoretical part There are a total of 30 inquiries:

A General background of the respondents

Users concerns and frequency while using

C Evaluating the improvement of language reflexes

1 Speed of language recognition and comprehension 9

Figure 3.1 Example of a five-point Likert scale (Source: https://www.cultureamp.com/blog/what-is-a-likert-scale)

In this study, the Likert-type scale (five points) was applied in the third part to examine the level of agreement/disagreement of respondents with the statements in the survey as illustrated in Figure 3.1 The use of this scale is due to its simple structure which allows for easy data collection and analysis The scores can be aggregated and examined as percentages of each level of agreement, aiding in a better understanding of trends and overall opinions of the participating group This method is also straightforward to comprehend and implement for anyone involved as they only need to select one of the corresponding levels of agreement based on their viewpoint.

Data collection procedure

The researcher started to elaborate on the set of questions for the questionnaire via Google Forms on the first of April, 2024 On April 6, 2024, the questionnaire was completed The researcher then participated in some of Duolingo’s English learning communities on Facebook and searched for appropriate respondents Based on the activity log on those groups, the researcher can sort the ideal candidate out The targeted individual would receive a private message from the researcher, providing information about the current research and they were kindly asked to fill out a form of questionnaire

At first, most of the respondents had doubts about this request, and a great number of questions were raised to clarify the authenticity of this survey If the member confirmed their willingness to be surveyed, a link to the online form of the questionnaire would be sent to them The respondents were usually convinced to spend about 15 minutes to read and complete that form The researcher finished the data collection process on April 28,

2024 The obtained data were already presented in diagrammatic forms by the Google virtual system and were available to be interpreted

Data analysis

Descriptive and other quantitative methods will be implemented to assist in the data interpretation process The statistical software SPSS (short for Statistical Package for the Social Sciences) version 20 has been selected as the tool for data analysis in this study To elaborate further, the researcher will use descriptive methods to explore the aspects in which Duolingo users perceive the most significant progress and provide basic information on the actual improvement of aspects representing the language

34 reflexes of Duolingo users Quantitative analysis methods such as ANOVA will help the researcher understand the influence of individual factors such as age, language exposure level, or learning methods on the improvement process of their language reflexes Before inserting the collected data into SPSS, the researcher would sort out existent qualitative data and converting them into an analyzable form of data The coding data process was completed through using several prevalent types of data labelling namely ordinal coding and numeric coding Thus, to assess the reliability and consistency of the data collected from the survey, the researcher calculated the Cronbach's alpha coefficient as being shown in Table 3.2 below The use of this coefficient helps ensure that the objectives in your survey are measured reliably and consistently In addition, the researcher will conduct descriptive statistics for groups of Likert scale quantitative variables Using descriptive tables for Likert scale variables aims to compare the mean values of observed variables within the same group, identifying which variables are most and least agreed upon by the survey respondents This analysis can greatly contribute to the discussion of recommendations and solutions in the final section of the research paper Some of questions about the personal information will be displayed in graphical representation

Table 3.2 Cronbach's alpha coefficient for each aspect

Cronbach's alpha coefficient is a commonly used index to assess the internal consistency of a set of questions or items within a research scale The significance of this coefficient lies in measuring the extent to which the questions in the scale measure the same aspect or characteristic of the concept under study As stated by Goforth

Relevant aspects Cronbach’s Alpha Quantity of entries

Speed of language recognition and comprehension 0.869 9

(2015) from the University of Virginia, there are no prerequisite criterion for a

“desirable” coefficient as it mainly depends on the theoretical structure of the research However, the ideal range of this coefficient is commonly put forward by the scientific community is from 0.65 and 0.8 When the Cronbach's alpha coefficient ranges from 0.8 to 0.9, this indicates a relatively high level of reliability of the scale This means that the questions in the scale measure similar concepts and are significantly correlated with each other (Cortina, 1993) When the questions in the scale are highly consistent, we can trust that the measurement results of the scale are stable and consistent.

Reliability of the data

Since the data was collected by a survey-based method, the current figure's validity level is likely questionable Although the majority of the respondents were willing to be surveyed, there could be a possibility that they did not take it seriously In that case, a handful of approaches have been carefully applied to leverage the validity rating:

Firstly, all the items were designated in a sequence to guarantee that the objectives of the study would be best matched The language used in the survey prioritized simplicity, coherence, and cohesion so that respondents at any level of English proficiency could be at ease while filling out the survey form Besides, there is also a translation for each statement, and a detailed instruction was provided in advance to confirm the absence of any potential for misunderstanding

Secondly, the researcher always explain the purpose, scope, and methodology of using the collected data before asking for their permission to ensure that the respondents understand and agree to the information-gathering process

Thirdly, the selection of survey participants also takes place entirely at random, ensuring objectivity and fairness in the data collection process

It is also important to note that an inexperienced researcher carried out the research so some faults existing while creating a suitable set of questions are inevitable To overcome this challenge, the researcher has referred to a great deal of similar research in the same field to learn from their methodology This would be useful for the researcher to avoid asking questions that are distracting from the main objectives

Summary

Chapter 3 of the research study outlines the methodology used in the research The study focused on Duolingo users who are members of online language learning communities to gather data efficiently A cross-sectional research design was chosen for its suitability in collecting data at a specific point in time A sample of 100 Duolingo users was included in the study, and a questionnaire was used as the research instrument due to time constraints and the need for objectivity The questionnaire contained questions to evaluate various aspects of language learning experiences with Duolingo Data collection was done through an online form sent to participants via social media, and data analysis was conducted using SPSS The reliability of the data was ensured through careful survey design, participant selection, and validation measures taken by the researcher

FINDINGS AND DISCUSSIONS

Evaluation of the effectiveness of Duolingo in improving language

The evaluation of the effectiveness of Duolingo in improving users' reflex abilities is the final part of the survey, constructed based on a Likert-5 scale and questions designed to assess multiple aspects at once When data collection concluded and the data was transformed into charts through Google's data processing system, the researcher found that overall, participants had a fairly positive evaluation of the progress they made when using Duolingo, with most users showing improvement in their basic skills In general,

Vocabulary building Grammar and sentence structure Listening comprehension Speaking and pronunciation Reading comprehension Writing skills

Cultural knowledge All of the above

45 this study represents a rather good starting point for evaluation

Due to the inability to employ direct measurement methods, the surveyor selected to assess the improvement of learners' language recognition speed after using Duolingo by examining the enhancement of basic skills Other factors such as the ability to analyze grammatical structures and the use of vocabulary are also taken into consideration to provide the most objective and accurate outcome The average evaluation using the Likert scale based on interval values is used in this case Specifically, the Likert 5-point scale divides agreement levels into 5 equal parts, each corresponding to a value of the scale (Hotrospss, 2015):

Afterward, the following value ranges are determined:

Table 4.4 Descriptive statistics of respondents’ opinions on the four basic English skills

There is an improvement in Reading comprehension skills 3.64 916 There is an improvement in Listening comprehension skills 3.70 870

There is an improvement in your Speaking and Communication skills 3.61 840

There is an improvement in your Writing skills 3.35 903

As can be seen from the Table 4.4 , the survey participant identified Duolingo as the most effective approach to their Listening comprehension skills Reading comprehension skills and Communication skills were also two categories that respondents agreed with their improvement Although the result shows that there was a relatively large number of people who agreed with the progress they have seen in their writing ability, the average score of this question still falls outside the "agree" range provided by the researcher One more thing to notice in this table is that the standard deviations calculated off all questions are less than 1, which is considered as low standard deviations According to Pannell (2015) on the Leanscape website, if the standard deviation is below 1 or less, it indicates that data points tend to be closer to the mean in order to indicate low variation In situations where anticipatability is needed, this could be deemed as an encouraging cue

Table 4.5 in the Appendix B provides information on respondents' answers when asked about the progress they have made in applying vocabulary and grammar into practice after studying with Duolingo The change in vocabulary is identified as the aspect that survey respondents perceive most clearly after using Duolingo They also generally agree that using Duolingo has a positive impact on their ability to analyze and differentiate grammar structures, believing they can apply the knowledge and skills acquired with Duolingo in real-life situations The data also indicates that a significant number of users after using Duolingo have increased confidence in their expressive abilities as well as their appropriate word choices However, the majority of users hold a neutral opinion on whether using Duolingo helps learners use vocabulary flexibly in communication situations

Table 4.6 displays information regarding the perception of survey participants on how the strengthening of their English reflexive competencies as well as the shift in their learning process Generally speaking, the betterment of the ability to quickly respond with English questions as well as the knowledge absorbtion gain the most praise from the surveyee Self-confidence, known as one of the most crucial factors impacting on the process of transmitting information and ideas, is seeing an enhancement after a period studying with Duolingo Noticeably, the greater part of those surveyed confirmed that language reflexes is an aspect that they feel an increasing level of confidence about after using Duolingo Besides that, when asked about the initial learning goal of the learners, only about a half of the learners have achieved that goal, and there are quite a few learners who are still quite vague about this issue The specific data for this question will be shown in Table 4.7

Table 4.6 Evaluating learner's reflexive abilities and changes post Duolingo study

Deviation You find yourself responding to English questions faster 3.58 1.007 You aquired new knowlegde more easily and comfortably 3.71 902

You feel that you have improved significantly in terms of language reflexes after using Duolingo 3.55 926

Duolingo has helped boost your confidence and comfort in using the target language not only when studying on the app but also in real-life communication situations

You have achieved your basic language learning goals 3.37 971

4.1.1 Speed of language recognition and comprehension

The speed of language recognition and comprehension here can be understood as the ability of the listener or reader to quickly understand language information It refers to the ability to process and understand language relatively quickly and effectively Recognition speed relates to the ability to differentiate and recognize sounds and symbols in language, including vocabulary, grammar, and intonation It demonstrates the ability to recognize, separate, and understand language components in a short period of time Language comprehension speed relates to the ability to process and understand the meaning of words, sentences, and texts in language It refers to the ability to read or listen to information and quickly and accurately understand its meaning In terms of this understanding, considering the receptive skills seems to be a reasonable approach when the receptive skills according to Harits Masduqi are passive skills because learners do not need to reproduce language but only need to receive and understand (Masduqi,

2016) This is also the initial step in the process of learning any foreign language before reaching the stage where learners can create their own language A person with good listening skills will be able to quickly recognize and understand the meaning of words and sentences in language, while also being able to process language information quickly Similarly, a person with good reading skills will be able to quickly read and

Table 4.7 User's opinion on achieving learning goals

49 understand the meaning of texts, while also being able to process language information in a short time According to the data obtained, for reading comprehension skills, all 64 respondents chose two options "Agree" and "Strongly agree" regarding whether they see progress in this skill, with only 9 people choosing "Disagree" The number of respondents who clearly perceive improvement in their reading comprehension skills is also quite impressive, with 63 people choosing "Agree" and "Strongly agree" and only

7 participants expressing a contrary opinion Although the number of survey participants selecting the "Neutral" option is quite large for both statements, looking at the above indicators, it can be understood that the majority of Duolingo users have a positive perception of the effectiveness of Duolingo in enhancing their listening and reading comprehension abilities

Another aspect according to Dillon (2014) is that it can reflect the change in Language processing speed, which is grammatical accuracy According to the analyzed data, the use of Duolingo has helped users expand their vocabulary, depending on each individual's starting point, but overall they have increased the number of vocabulary they acquire and use The evidence is that 88 people chose the agreement side in this question Duolingo has had some specific impacts on the user's ability to analyze the grammatical structures, or in other words, encouraging users to pay attention to the grammatical components in a sentence in any situation Although more than half of the survey participants confirm this, the number of respondents who do not make a clear judgment on this is quite large, accounting for more than one-third of the total respondents Therefore, although it is not very clear, the the researcher also do not deny this possibility Reaction speed to English questions is also related to the speed of language recognition and understanding Fast reaction speed often indicates the ability to process information and understand language quickly Good language recognition requires the ability to recognize and understand vocabulary, grammar, and language context in English If a person can quickly recognize and process these factors when faced with an English question, then they have a better language recognition ability With a total of 61 people agreeing, this is a significant proportion among the 100 participants, showing a more general view that most survey participants feel they have improved their reaction speed to English information Conversely, with 12 people

50 disagreeing and 26 people choosing the neutral option, this is not a dominant number Therefore, for this issue, it can only be relatively determined that Duolingo can help users increase their reaction ability in English

It can be said that Duolingo has performed quite well in enhancing efficient language decoding as it has effectively promoted the ability to receive and process passive information in learners This is just the initial step in the language learning process but will serve as a solid foundation for subsequent stages Through learning Duolingo, learners have also been helped to develop a good habit of always paying attention to grammatical factors in sentences Mastering grammar helps understand and use language accurately By recognizing and applying grammatical structures, learners can avoid grammar mistakes and create clear-meaning sentences Learners have also accumulated more vocabulary and their English information processing speed has been somewhat improved Therefore, the researcher can conclude that Duolingo learners in terms of language recognition and understanding, in this case English, have improved in speed or at least the effectiveness of this process

The accuracy of language usage refers to the ability to use vocabulary, grammar, and syntax accurately in expressing meaning and conveying messages in the correct context When discussing accuracy of language usage, we often consider the productive skills, also known as active skills, such as speaking and writing These two skills both require precision in using vocabulary, grammar, and syntax to convey meaning accurately and effectively They can reflect language accuracy at different levels, but in this section, the researcher will focus on the skill that can reflect this aspect more meticulously and profoundly, which is the writing skill In the writing process, the writer can pause, think, and revise the text before publishing or sending it out This allows them to check and improve language accuracy before the information is conveyed to others Factors such as grammar, syntax, vocabulary, and logic can be examined and adjusted more carefully when writing compared to speaking While speaking skills are also crucial, they often occur in real-time and provide little opportunity for immediate editing During speaking, the speaker must react quickly and produce language instantly, without time

51 to think and edit as in writing

Based on Table 4.4 , from the analyzed data, learners generally have a positive view on the potential improvement of speaking and writing skills The speaking skills of learners show clearer improvement when the number of non-agreeing individuals is less than

10, with the agreeing individuals comprising more than half Writing skills seem slightly less improved as less than half of the interviewees recognized positive changes in their writing abilities This is also the skill that most individuals do not perceive as progressing among the four basic skills Furthermore, the number of individuals who feel they do not have enough information to confidently answer for this skill group is higher than in the receptive skills group, and within the writing skill, this number is even higher than those who chose the "Agree" option The specific differences in the perspectives of respondents on each skill will be represented in Table 4.8 shown in the Appendix B

The influence of personal factors on the effectiveness of language

Reflection is a cognitive process, so there may be some individual factors that impact the formation and enhancement of reflection ability There are four main individual factors selected by the researcher to assess how they influence the development of language reflection ability of learners based on factors affecting the outcomes of foreign language learning as presented in Figure 4.8 below (Arsyad, 2018) According to

Bygate (1987), speaking skill is one of the reflexive skills that helps learners use language to express opinions, thoughts, and emotions to the interlocutor, the listener Other skills such as listening, reading, and writing are also important and contribute to overall language use ability However, speaking skill is the best language reflection factor due to direct interaction and quick adaptability in language use Therefore, to achieve better results, the researcher will also verify the differences between factors in improving speaking skills specifically and language reflection ability in general of learners

Figure 4.8 Influences contributing to the outcome of the foreign language learning process (Source: https://doi.org/10.30659/e.3.1.25-39)

The One Way ANOVA method is chosen to perform this hypothesis testing process To use the ANOVA method, it is necessary to calculate the test result for the variance

56 differences of the value groups using the Levene test In statistics, the Levene test is an inferential statistic used to assess the equality of variances for a variable calculated for two or more groups In Levene's test, the hypothesis of unequal variances (heteroscedasticity) is compared to the hypothesis of equal variances (homoscedasticity) (Levene, 1960) If the p-value (Levene's test) is less than a specified threshold (usually 0.05), we have enough evidence to reject the hypothesis of equal variances and accept the hypothesis of unequal variances The results will be demonstrated in Table 4.11 below

Table 4.11 Results of the Levene’s test for each factor

Sig of Levene’s Test to Speaking skill

Sig of Levene’s Test to Language reflexes

Age and Experiences Age of respondents 0.089 0.208

For the factor " Perception of respondent to Duolingo learning program ", this is a question that provides quantitative data about this influence, making the use of the One Way ANOVA method infeasible Therefore, specifically for this factor, the researcher will use the correlation analysis method to measure the correlation between two variables and determine the degree of influence of one variable on the other

In this factor, the Levene’s test sig for the "Speaking skill" and "Language reflexes" cases are 0.089 and 0.05, respectively, which are greater than the chosen significance level of 0.05 This indicates that there is no statistically significant difference in variance between the value groups The researcher will use the F-test result from the ANOVA

57 table In the ANOVA table, the F-test sig for the "Speaking skill" case is 0.382 and for the "Language reflexes" case is 0.08, both exceeding the significance level of 0.05 Similarly, in both cases, the Levene’s test sig for the "Prior English Knowledge" factor also yields values above the significance level The F-test result in the ANOVA table for this factor for the two cases is 0.693 and 0.291, respectively Therefore, the researcher concludes that there is no difference in improving speaking skills and language reflexes for each user group based on age and English proficiency before using Duolingo The specific data was recorded in Table 4.12

Table 4.12 ANOVA’s test results in the two mentioned cases with “Age and experience”

4.2.2 Exposure to the English language

In both cases, the variance test of the variable "Usage Time" indicates no significant difference in the analysis as both values are greater than the test value Anova analysis shows that both F-test values exceed the 5% threshold Therefore, it can be concluded that there is no difference in improvement in speaking skills and language reflexes among different Duolingo user groups

Table 4.13 ANOVA’s test results in the two mentioned cases with “Exposure to the

For the variable "Time per session," although the variance test for "Speaking skill" yields a value greater than 0.05, the variance test for "Language reflexes" gives the opposite result Since the sig of Levene’s test is less than 0.05, the researcher will consider the results of the Welch test in the Robust test table In the case of "Speaking skill," the F-test result is 0.019, and the Welch test result for the second case is 0.044 Both values are less than the chosen test value, leading the researcher to conclude that there is a difference in development ability in both speaking skills and language reflexes among different Duolingo user groups based on time spent per study session

To probe further into this difference, the researcher will use the mean values of each group in the variable "Time per session" to understand the significance of the differences

Table 4.14 Robust test and ANOVA’s test result in the two mentioned cases with

“Exposure to the English language”

Table 4.15 The variation of the mean value across different groups for the two cases under consideration

Specific groups Speaking skill Language reflexes

It can be observed that the Mean value tends to increase in the same direction as the amount of time learners spend studying In other words, participants who spend longer study sessions are more likely to show significant improvements in both speaking skills and language reflexes

4.2.3 Perception of respondents to Duolingo learning program

In this factor, the researcher selected a group of questions that could reflect the learners' perceptions of the English learning program with Duolingo The results of Table 4.16 in the Appendix B show the correlation coefficient between the independent variables (A23, A26, A27) and the dependent variables (Speaking skill and Language reflexes) The sig value is the first thing to pay attention to because it indicates whether any linear relationship exists between the variables For the dependent variable "Speaking skill," only variable A23 does not have a linear relationship with the dependent variable as the calculated sig value is greater than 0.01 For the remaining variables A26 and A27, there is a linear relationship with the dependent variable "Speaking skill," with correlation coefficients above 0.4, indicating a strong correlation between these variables For the dependent variable "Language reflexes," all three independent variables have sig values less than 0.01, demonstrating a linear relationship between these independent variables and the dependent variable The Pearson correlation coefficient of this group of independent variables with the dependent variable "Language reflexes" is higher than in the first case, showing a strong correlation between these variable groups Looking at the correlation coefficients, it can be observed that the direction of the correlations is positive Therefore, it can be inferred that learners' satisfaction with what Duolingo

60 provides may positively influence their development of speaking skills and language reflexes.

User engagement and satisfaction with the Duolingo app

Duolingo is always mentioned as an excellent foreign language learning support application with the fun and especially the free account of Duolingo also does not contain too many differences in terms of benefits compared to the paid accounts it provides However, there are some features that can only be accessed when using a paid account such as listening exercises, writing exercises, or vocabulary review exercises

Table 4.17 “ You tried using Duolingo's additional features and resources such as

Flashcards, Stories, or Podcasts in each session”

In the survey, the researcher collected opinions from 100 individuals regarding the use of Duolingo's additional features and resources such as Flashcards, Stories, or Podcasts in each study session The results revealed a notable distribution of participants' viewpoints When asked about their level of agreement with using these features, 53% (equivalent to 53 individuals) indicated that they agreed or strongly agreed Among them, 34 individuals (34%) chose to agree and 15 individuals (15%) chose to strongly agree This indicates a large proportion of users positively evaluating the effectiveness and value of these additional features However, there is also a small portion of users with different perspectives 23 individuals (23%) opted for neutral, indicating they either had no clear opinion or did not highly value the use of these features

Additionally, 19 individuals (19%) stated that they disagreed or strongly disagreed with using these features and resources These results demonstrate that a significant portion of users positively assess the effectiveness of Flashcards, Stories, and Podcasts in language learning on Duolingo However, it is important to note that some users have neutral or negative views on these features This may require Duolingo to continue enhancing and improving the additional features to meet the diverse opinions and needs of users

This is often the features found in free accounts and paid accounts, so the researcher raises the question of whether Duolingo promotes users to utilize its diverse features to enhance their learning performance or not? In addition, the researcher also surveys users on whether they participate in Duolingo's paid accounts or not, and specific data will be shown in Figure 4.9

Figure 4.9 The user's opinion on participating in specialized courses on Duolingo

The results show a notable distribution of participants' perspectives on engaging in paid courses Among 100 participants, 53 individuals (53%) responded that they had participated in in-depth paid courses on Duolingo This indicates that a significant portion of users have chosen to explore and utilize paid courses to expand and enhance their language knowledge However, there are also users who did not opt to engage in

I do join the intensive course I do not join the intensive course

62 paid courses 47 individuals (47%) stated that they did not participate in in-depth paid courses on Duolingo There may be various reasons behind this decision, including financial priorities, satisfaction with free courses, or a lack of deeper language learning needs

These results reveal a clear divide among users regarding participation in in-depth paid courses on Duolingo This suggests that learning with a free Duolingo account may suffice for the language learning goals of the majority of surveyed individuals, as it appears that very few people consider this their sole language learning method Particularly when they wish to further improve their basic skills, Duolingo may not be their preferred choice Nevertheless, this is only the opinion of a small number of Duolingo users, so the the researcher will not make any definitive statements in this case

The truth is that Duolingo is not the only language learning support application appearing in the Vietnamese market Some other applications such as ELSA Speak, Busuu, or Memrise are also prominent in this market With increasing competition, Duolingo must always have rational strategies to retain its users The difference in learning programs or the way knowledge is conveyed to learners is a typical aspect that learning support applications in general and Duolingo in particular can optimize to create their own advantages The researcher surveyed 100 users on how they perceive Duolingo's current learning program, specific data will be presented in the Table 4.18 as being shown in the Appendix B

When asked about their level of agreement with Duolingo's exercise repetition, 69% (equivalent to 69 people) indicated that they agreed or strongly agreed Among them,

47 people (47%) chose agree and 22 people (22%) chose strongly agree This indicates a large proportion of users find that repeating exercises in the learning process on Duolingo brings value and effectiveness to their language learning However, there is also a small portion of users with a different perspective 17 people (17%) chose neutral, indicating they have no clear opinion or do not value exercise repetition highly Additionally, 7 people (7%) stated that they disagree or strongly disagree with how Duolingo structures lessons around exercise repetition

These results show that while a significant portion of users positively evaluate exercise repetition on Duolingo, there are also users with differing views This may require Duolingo to consider and provide learning methods suitable for the diversity and needs of users Furthermore, Duolingo may consider enhancing the diversity and flexibility in lesson design to explore different learning methods and motivate users

When asked about their satisfaction level, a total of 67% (equivalent to 67 individuals) indicated that they agree or strongly agree with the learning method provided by Duolingo Among them, 48 individuals (48%) chose agree and 19 individuals (19%) chose strongly agree This indicates a significant proportion of users are satisfied with Duolingo's learning method and consider it reliable and effective 24 individuals (24%) opted for neutral, indicating they have no clear opinion or do not highly evaluate Duolingo's learning method Additionally, 7 individuals (7%) stated that they disagree or strongly disagree with Duolingo's learning method They may have different views on its effectiveness or learning style It can be inferred that the majority of surveyed users are satisfied with Duolingo's learning method However, the number of individuals who are dissatisfied or skeptical about this method is still above a safe level compared to the size of the sample, so the development team may conduct more user opinion surveys and identify the reasons why they are not satisfied and adjust accordingly In addition, the researcher also introduces a question to observe the users' response to whether they are provided with sufficient study materials to improve their language reflexes In this question, the researcher anticipated that the data would not be conclusive and may not be reliable because, as mentioned, "language reflexes" is not a common term for everyone, and it is not a priority for language learners Therefore, some of the answers obtained may be perfunctory if they do not truly understand language reflexes and how it supports the language learning process of people.

Summary

The purpose of this section is to process the data and draw conclusions from the data

In general, the researcher has answered each question about the impact of Duolingo on the improvement of language reflexes of learners based on the criteria set out and identified the correlation between the selected individual factors for the development of

64 language reflex abilities The conclusion section will be presented by the researcher in a more specific and clear manner in the following chapter of the research

CONCLUSION

Summary of findings

The study was conducted by eliciting the opinions of 100 Duolingo users regarding their perception of their English language reflexes after a period of learning with Duolingo There were no mandatory requirements regarding age, occupation, or educational level for the participants The data collected from the survey respondents will be analyzed based on three main criteria selected by the surveyor to reflect changes in their language reflexes, including speed of language recognition and comprehension, accuracy in language use, and flexibility in language use The surveyor also utilized the data to identify the correlation between individual factors and the improvement of reflex skills and to assess user satisfaction with Duolingo's teaching methods

As mentioned, there are three aspects that the researcher use to reflect reflex skills in the language of Duolingo learners in the most general way because each individual has their own level of reflex and perhaps these aspects cannot be applied to everyone In order to draw the most accurate and reliable conclusion, the researcher needs to see improvement in all three aspects before evaluating whether Duolingo impacts the reflex skills of learners According to the analysis results in Chapter 3, the study found that Duolingo has an impact on all three factors, although the impact on each factor is not the same The aspect with the most significant and positive impact is "Accuracy in language usage" as most questions used to evaluate this aspect have high agreement rates Duolingo changes the speed of language recognition and understanding for learners, enhances learners' responsiveness to information expressed in English, and helps learners develop the habit of breaking down that information into English structures and naming them For the third aspect, "Flexibility in language usage," the researcher acknowledges finding changes in skills representing this aspect, but it cannot be denied that this impact is relatively small because even for long-term learners, they cannot be sure they can flexibly use the English vocabulary they have learned in communication, despite their significantly expanded vocabulary In terms of basic skills, Duolingo learners show more progress in receptive skills, while productive skills seem to have less noticeable changes The language component that learners feel has

66 improved the most is vocabulary, and they have a better understanding of the nuances of words and how they are used in different contexts

In the following section, it was observed that there might be a certain relationship between individual factors and the improvement of reflexes based on the nature of reflexes The researcher selected three factors including age and experiences, exposure to the English language, and perception of respondents to the Duolingo learning program to examine this relationship Using analysis methods on the SPSS software, the researcher did not find any relationship between the improvement of reflexes and the age and experience of the learners It seems that the progress of enhancing reflexes does not differ significantly among groups of individuals of different ages and with different learning experiences On the contrary, the researcher found a notable point when analyzing the factor "Exposure to the language usage," where differences in the

"Time spent per study session" with Duolingo among different groups of people showed variations in progress in enhancing reflexes Specifically, individuals who spent more time in each study session showed significant progress compared to others Additionally, the researcher also identified a positive correlation between the individual factor "perception of respondents to the Duolingo learning program." In other words, as users' satisfaction levels increased, there were positive signs of development in their language reflexes Despite some opposing opinions, the majority of learners do not deny the effectiveness of Duolingo and have a fairly positive view of the learning methods provided by this application

The the researcher have also synthesized some comments from learners about what they are dissatisfied with Duolingo, and about more than a quarter of the total survey participants recorded their negative experiences with Duolingo Those opinions mainly focus on the following aspects Firstly, complaints about Duolingo's ability to translate from English to Vietnamese, they believe that Duolingo's development team has not really understood Vietnamese grammar thoroughly, so when translating sentences into Vietnamese, those sentences are sometimes misunderstood and quite weak in terms of grammar Secondly, Duolingo's lessons are built on a continuous repetition method so that learners can review their incorrect sentences and memorize vocabulary better

Technically, this is a good method for learning foreign languages, but learners complain that the frequency of repetitive exercises is too high and causes boredom Thirdly, although it is a language learning support application, some sentences in the exercises are considered meaningless and cannot be applied in practice by learners Additionally, there are also some feedback on encountering errors when using some features of Duolingo, but fortunately, this does not happen frequently In general, they still encourage the development team of this application to change these aspects to enhance user experience and retain Duolingo's users.

Conclusion

The research study fundamentally answered the initial question and also made some findings regarding the actual effectiveness of Duolingo in supporting English language learners Firstly, in terms of basic skills, it is evident that receptive skills show more noticeable improvement compared to productive skills for the participants of the study For Duolingo users, listening and reading can be more effectively utilized and developed Duolingo provides numerous listening and reading exercises, helping learners become familiar with intonation, vocabulary, grammar, and sentence structure Continuous exposure to the target language can enhance listening and reading skills Understanding and explaining word and sentence meanings become crucial steps in building a language foundation for learners Speaking and writing skills often require creativity and natural, flexible language application Duolingo may not offer sufficient materials and activities to comprehensively develop these skills, which could lead to difficulties for learners in using the target language to express opinions, write essays, or engage in real conversations Apart from the issue of lesson content being somewhat disconnected from reality, it cannot be denied that Duolingo has effectively fulfilled its role as a language-learning support application by providing users with a solid platform for development and creating a global language-learning community to encourage mutual sharing and support.

Regarding the main topic of the study, learners may not notice that language reflexes can significantly influence the process of learning English When exposed to this language, language reflexes help us automatically apply the grammar rules and

68 language structures we have learned, making speaking and writing more natural It also enhances listening ability and quick response, helping us recognize and understand the meanings of words and sentences in a natural and flexible way Additionally, language reflexes construct a language model in the mind, helping us automatically predict, understand, and use language more flexibly and confidently Finally, language reflexes provide flexibility in language use, allowing us to use vocabulary, grammar, and language structures flexibly and creatively, suitable for the context and purpose of communication In summary, the researcher can assert that individuals using Duolingo over a certain period will experience a change in language reflexes, which is also the study's goal The aspects reflecting language reflexes chosen all demonstrate a positive change, and user feedback does not seem to mention any lack of progress after learning with Duolingo Compared to previous studies on Duolingo, the researcher found that the results of this study are not too different from that of those studies The common feature is the progress of learners in most aspect in particular and in reflective ability in English in general The difficulties that learners often encounter when studying with Duolingo are also similar to prior research.

Due to time constraints, limited survey participants, and experience in applying analytical methods and interpreting data, the conclusions of the researcher may have some shortcomings, but the researcher assures that every possible measure has been taken to enhance the study's credibility.

Recommendations

The data collected can be crucial information for the developers of Duolingo as they can promptly rectify any faulty features and adjust the lesson structure to satisfy users For Duolingo users, although the study has highlighted many positive aspects of how Duolingo helps learners improve basic English skills in general and their reflexes in English in particular, this is just an online learning support application It can help learners feel happy and enthusiastic, providing them with a completely different learning experience compared to traditional methods However, each language learner has their own strengths and weaknesses, and these applications struggle to specifically harness the potential of learners, so they may not help optimize strengths and address

69 weaknesses In other words, from a certain perspective, it makes the user's learning somewhat mechanical, and learners may not achieve the progress they need Nevertheless, the researcher does not encourage users to abandon applications like Duolingo but to consider it as a companion that can help reinforce the knowledge they acquire in the classroom In moments of fatigue from absorbing too much knowledge from textbooks, gamified applications like Duolingo will help learners enter a new world where they can experience learning in a lighter and more enjoyable way This will also help learners enhance their own learning efficiency if they can smoothly combine online learning with traditional methods

(N.d.) Physio-pedia.com Retrieved April 6, 2024, from https://www.physio- pedia.com/Reflexes?utm_source=physiopedia&utm_medium=search&utm_ca mpaign=ongoing_internal#cite_note-1

ACTFL | The Role of Technology in Language Learning (2017, May 19) ACTFL https://www.actfl.org/news/the-role-of-technology-in-language-learning Ajisoko, P (2020) The use of duolingo apps to improve English vocabulary learning International Journal of Emerging Technologies in Learning

(iJET), 15(07), 149 https://doi.org/10.3991/ijet.v15i07.13229

Alfuhaid, S R (2021) The Utilisation of Duolingo to Enhance the Speaking

Proficiency of EFL Secondary School Students in Saudi Arabia English

Language Teaching, 14(11), 9 https://doi.org/10.5539/elt.v14n11p9

Arsyad, S (2018) STUDENTS� LEARNING STYLE: A CASE STUDY OF

SENIOR HIGH SCHOOLS IN BENGKULU EduLite: Journal of English

Education, Literature and Culture, 3(1), 25 https://doi.org/10.30659/e.3.1.25-

Bazan, M I V (2022) The Benefits and Drawbacks of Using Duolingo to Learn

English: A Study with Young ESL Learners Editorial Tecnocientífica

Americana https://doi.org/10.51736/eta.vi.44

Burston, J (2015) Twenty years of MALL project implementation: A meta-analysis of learning outcomes ReCALL, 27(1), 4–20 https://doi.org/10.1017/S0958344014000159

Cann, P A (1992) Factors Affecting The Acquisition Of English As A Second

Language University of South Africa https://uir.unisa.ac.za/bitstream/handle/10500/16279/dissertation_cann_pa.pdf? isAllowed=y&sequence=1

CFI team (2022, November 24) Communication skills Corporate Finance

Institute.https://corporatefinanceinstitute.com/resources/management/com munication/

Cortina, J M (1993) What is coefficient alpha? An examination of theory and applications Journal of Applied Psychology, 78(1), 98–104 https://doi.org/10.1037/0021-9010.78.1.98

Criollo-C, S., Lujan-Mora, S., & Jaramillo-Alcazar, A (2018) Advantages and

Disadvantages of M-Learning in Current Education 2018 IEEE World

Engineering Education Conference (EDUNINE) https://doi.org/10.1109/edunine.2018.8450979

Crowther, D., Kim, K M., & Loewen, S (2017) The Implementation of ISLA in

MALL Technology: An Investigation into the Potential Effectiveness of

Duolingo MSU Working Papers in Second Language Studies, 8(1) http://sls.msu.edu/soslap/journal/index.php/sls/article/view/103

Degenhard, J (2024, February 28) Number of smartphone users worldwide from

2014 to 2029 Statista https://www.statista.com/forecasts/1143723/smartphone-users-in-the-world Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O (2019) Using gamification to support learning English as a second language: A systematic review Computer Assisted Language Learning, 1–24 https://doi.org/10.1080/09588221.2019.1648298

Dillon, B (2014) Syntactic Memory in the Comprehension of Reflexive

Dependencies: an Overview Language and Linguistics Compass, 8(5), 171–

Domjan, M (2020) The principles of learning and behavior (7th ed.) Wadsworth

Eifert, G.H (1987) Language Conditioning Clinical Issues and Applications in

Behavior Therapy In: Eysenck, H.J., Martin, I (eds) Theoretical Foundations of Behavior Therapy Perspectives on Individual Differences Springer, Boston,

Gafni, R., Biran Achituv, D., & Rahmani, G (2017) Learning Foreign Languages

Using Mobile Applications Journal of Information Technology Education:

Hakimantieq, H., Suherdi, D., & Gunawan, W (2022) Duolingo as A Mobile-

Assisted Language Learning: A New Supplementary of Learning Basic English Reading for EFL Students EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(6), 7548–7558 https://doi.org/10.31004/edukatif.v4i6.4104

Hazar, E (2022) Learning a brand-new language through Duolingo: A case study of a gifted student African Educational Research Journal, 10(4), 447–453 https://doi.org/10.30918/aerj.104.22.079

Heil, C R., Wu, J S., Lee, J J., & Schmidt, T (2016) A review of mobile language learning applications: Trends, challenges, and opportunities The EuroCALL Review, 24(2), 32–50 https://doi.org/10.4995/eurocall.2016.6402

Hotrospss (2015, July 30) Ý nghĩa giá trị trung bình trong thang đo khoảng - Hỗ Trợ

SPSS - Nhóm MBA Bách Khoa Phân Tích SPSS https://phantichspss.com/y- nghia-gia-tri-trung-binh-trong-thang-do-khoang.html

Ibrahim Mohamed, O (2021b) The effectiveness of internet and mobile applications in English Language learning for health sciences’ students in a university in the United Arab Emirates Arab World English Journal, 12(1), 181–197 https://doi.org/10.24093/awej/vol12no1.13

Institute for Learning & Brain Sciences (2016) Module 2: Why the First 2,000 Days

Matter: A Look Inside the Brain [online module] University of Washington https://doi.org/10.6069/rbtr-q590

Jašková, V (2014) Duolingo As A New Language-Learning Website And Its

Contribution To E-Learning Education [Diploma Thesis]

Kacetl, J.; Klímová, B Use of Smartphone Applications in English Language

Learning—A Challenge for Foreign Language Education Educ Sci 2019, 9,

Karasimos, A P & (2017) The effectiveness of learning a foreign language via a distance learning tool: Τesting the Duolingo application 15

73 https://ejournals.lib.auth.gr/thal/article/viewFile/7354/7103

Masduqi, H (2016) Integrating Receptive Skills and Productive Skills into a Reading

Lesson The 2nd International Conference on Teacher Training and Education (ICTTE 2016), Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta, Indonesia https://doi.org/10.5281/zenodo.4265518

Masero, R (2023b, February 21) Mobile Learning Benefits: The Advantages Of

Learning On-The-Go eLearning Industry https://elearningindustry.com/mobile-learning-benefits-the-advantages-of- learning-on-the-go

Matra, S D (2020) Duolingo Applications as Vocabulary Learning Tools Journal of

English Literature, Linguistic, and Education, 22(1), 46–52 https://jurnal.unikal.ac.id/index.php/jelle/article/viewFile/1185/854

Miller, T (2021, August 3) The new Duolingo for Schools Duolingo Blog https://blog.duolingo.com/duolingo-for-schools/

Mobinizad, M M (2018) The use of mobile technology in learning English language Theory and Practice in Language Studies, 8(11), 1456 https://doi.org/10.17507/tpls.0811.10

Nguyễn, E (2023, November 12) Duolingo - Tải ngay ứng dụng học tiếng Anh vui nhộn, miễn phí và hiệu quả cho mọi lứa tuổi FPT News https://fptshop.com.vn/tin-tuc/giai-tri/duolingo-ung-dung-hoc-tieng-anh-

Niah, S., & Pahmi (2019) The utilization of duolingo to improve the speaking and listening skills of junior high school students in pekanbaru Proceedings of the

International Conference of CELSciTech 2019 - Social Sciences and

Nami, F (2020) Educational smartphone apps for language learning in higher education: Students’ choices and perceptions Australasian Journal of

Educational Technology, 36(4), 82–95 https://doi.org/10.14742/ajet.5350

Nita, S., Sari, E R N., Sussolaikah, K., & Risky, S M F (2023) The

Implementation of Duolingo Application to Enhance English Learning for

Millennials Journal International of Lingua and Technology, 2(1), 1–10 https://doi.org/10.55849/jiltech.v2i1.215

Pannell, R (2023, August 21) Demystifying Standard Deviation: A Beginner’s Guide

- LeanScape Leanscape https://leanscape.io/demystifying-standard-deviation- a-beginners-guide/#:~:text=If%20there

Patel, L (2023, November 27) The impact of mobile apps in education learning on the go Forbes https://www.forbes.com/sites/forbesbusinessdevelopmentcouncil/2023/11/27/th e-impact-of-mobile-apps-in-education-learning-on-the-go/?sh}fd1c6d5046 Permatasari, D., & Aryani, F (2023) DUOLINGO: AN ENCHANTING

APPLICATION TO LEARN ENGLISH FOR COLLEGE STUDENTS ELTR Journal, 7(2), 101–109 https://doi.org/10.37147/eltr.v7i2.176

Posdunin, J (1937b) Reflexology in Modern Foreign Language Teaching The

Modern Language Journal, 22, 171 https://www.jstor.org/stable/317662?read- now=1#page_scan_tab_contents

Psychogyiou, A., & Karasimos, A (2019) The effectiveness of learning a foreign language via a distance learning tool: Τesting the Duolingo application

International Symposium of Theoretical and Applied Linguistics (ISTAL), 23, 364–380 https://doi.org/10.26262/istal.v23i0.7354

Rodríguez-Fuentes, R A., & Swatek, A (2023) A comparison between classroom and MALL instruction with duolingo: Learning english at the A2 CEFR level https://duolingopapers.s3.amazonaws.com/reports/RodriguezFuentes_etal_whit epaper_language_proficiency_Columbia_2023.pdf

Rolando, P., Gabriela, A., Evelyn, S., & Antonio, M (2019) Incidencia De Duolingo

En El Desarrollo De Las Habilidades Comunicacionales Verbales Del Idioma Ingles A Nivel De Educación Superior European Scientific Journal, ESJ,

S Criollo-C, S Luján-Mora and A Jaramillo-Alcázar, "Advantages and

Disadvantages of M-Learning in Current Education," 2018 IEEE World

Engineering Education Conference (EDUNINE), Buenos Aires, Argentina,

2018 https://www.researchgate.net/profile/Santiago-Criollo-

C/publication/327332831_Advantages_and_Disadvantages_of_M-

Learning_in_Current_Education/links/5ec008dfa6fdcc90d67a4f40/Advantages- and-Disadvantages-of-M-Learning-in-Current-Education.pdf

Smith, K., & Graybiel, A (2016) Habit formation Dialogues in Clinical

Neuroscience, 18(1), 33–43 https://doi.org/10.31887/dcns.2016.18.1/ksmith

Sung, Y T., Chang, K E., & Yang, J M (2015) How effective are mobile devices for language learning? A meta-analysis Educational Research Review, 16, 68–

Supiani, S (2017) TEACHING WRITING SKILL THROUGH COLLABORATIVE

WRITING TECHNIQUE: FROM THEORY TO PRACTICE JEELS (Journal of English Education and Linguistics Studies), 4(1), 37–52 https://doi.org/10.30762/jeels.v4i1.330

Thomes, J (2019, July 17) Mobile learning: Advantages and disadvantages eLearning Industry https://elearningindustry.com/mobile-learning-advantages- disadvantages

Tommerdahl, J M., Dragonflame, C S., & Olsen, A A (2022) A systematic review examining the efficacy of commercially available foreign language learning mobile apps Computer Assisted Language Learning, 1–30 https://doi.org/10.1080/09588221.2022.2035401

Viberg, O., & Grửnlund, Å (2013) Systematising the Field of Mobile Assisted

Language Learning International Journal of Mobile and Blended Learning,

VietNamNet News (2022, November 5) Duolingo: Đế chế tỷ đô thay đổi “cuộc chơi” học ngoại ngữ trực tuyến Vietnamnet.vn https://vietnamnet.vn/duolingo-de-che-ty-do-thay-doi-cuoc-choi-hoc-ngoai- ngu-truc-tuyen-i5004984.html

Vinci, M., & Cucchi, D (2007) Possibilities of application of e-tools in education: mobile learning https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi172faf960237851aa2b3346bf9d0937e0d8ea2

VOA Learning English (2016, August 9) Improve your English by practicing effectively VOA - Voice of America English News https://learningenglish.voanews.com/a/improve-english-by- practice/3456166.html

Yurdagỹl, C., ệz, S Attitude towards Mobile Learning in English Language

Education Educ Sci 2018, 8, 142 https://doi.org/10.3390/educsci8030142 Yusda, D D., Nanda, D S., Pratiwi, T L M., & Haninun, H (2020) An Analysis of

Using Duolingo Application in Improving Students’ Vocabulary Mastery at 10th Grade of SMA YADIKA Bandar Lampung BEYOND LINGUISTIKA,

Yuwono, N I (2022) THE EFFECTIVENESS OF DUOLINGO APPLICATION IN

TEACHING VOCABULARY AT THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL Jurnal Inovasi Pembelajaran, 1(1), 1–8 https://jurnal.unikal.ac.id/index.php/edunovatica/article/viewFile/1969/1500

Evaluating the Impact of the Duolingo App on the Improvement of Language Reflexes in Learning English among Duolingo Users

The information below will be used to assess the potential for reflex development in the language that the Duolingo application provides Please respond in the most honest and objective manner Once again, thank you all for taking the time to participate in my survey.

A - General background of the respondents

( Please choose the most appropriate choice for you)

 High school  University Undergraduate  Postgraduate

4 Your reason for learning English with Duolingo

 Academic purposes (e.g., studying abroad, academic research)

 Traveling or living in English-speaking countries

 Communication with English-speaking friends or family

 Required for my current job

1 Did you have some background knowledge of English before knowing about Duolingo?

2 How long have you used Duolingo to learn English?

 1-3 months  3-6 months 6-12 months  More than 1 year

3 Do you use Duolingo every day?

4 How much time do you spend each time studying with Duolingo?

 Less than 30 minutes  From 30 minutes to 1 hour  More than 1 hour

5 Have you used Duolingo's additional features like listening practice, speaking practice, writing practice, or in-depth courses?

6 When using Duolingo, what aspects of language learning do you focus on?

C - Evaluating the improvement of language reflexes

This section includes 20 questions to obtain information about learners' attitudes toward the effectiveness of vocabulary learning via Facebook Please indicate your level of agreement with the following statements on a 5-point scale:

Disagree  Disagree  Neutral  Agree Strongly agree

Before using Duolingo, your confidence level in using English was high

You have made progress in understanding and using English through using Duolingo

Using Duolingo has helped improve your listening comprehension skills in English

Using Duolingo has helped improve your speaking and communication skills in English

Using Duolingo has helped improve your writing and language usage skills in English

You feel that using Duolingo has had a positive impact on your ability to analyze grammar and use tenses, parts of speech, and grammatical structures in English

You feel that your vocabulary has undergone significant changes after learning with Duolingo

You feel that you have used the vocabulary correctly in the right context

You feel that you have accurately expressed the intended information you want to convey

You can utilize versatile vocabulary and integrate synonymous words in the conversation

You find yourself responding to English questions faster than before

You have been able to apply the skills and vocabulary learned from

Duolingo to real-life situations such as daily communication or reading books and newspapers

You feel that you have acquired new knowledge more easily and comfortably while using Duolingo

You have attempted to utilize supportive features resources such as

Flashcards, Stories, or Podcasts during the learning process You feel that you have improved significantly in terms of language reflexes after using Duolingo

Duolingo has helped boost your confidence and comfort in using the target language not only when studying on the app but also in real-life communication situations

You have achieved your basic language learning goals

Users' perceptions of the utilization of Duolingo

You feel that Duolingo has provided sufficient resources and exercises to develop your language reflexes

You like how Duolingo structures its lessons based on a repetitive model and periodic testing

You feel satisfied with the learning approach that Duolingo provides

Are there any aspects that you find dissatisfied with the online courses from

Duolingo? (Please write your opinion)

Table 4.5 Evaluation of respondents' improvement in terms of vocabulary and grammar usage

Using Duolingo improved your English grammar analysis and proficiency in using tenses, parts of speech, and grammatical structures

Using Duolingo led to a significant change in your vocabulary 3.74 1.079

You are able to use vocabulary and their synonyms flexibly in a conversation 3.33 829

You can use appropriate vocabulary in various different contexts 3.89 984

You can accurately convey the intended meaning of the information you want to communicate 3.85 936

You are able to apply the skills and vocabulary learned from

Duolingo to real-life situations such as daily communication or reading books and newspapers

Table 4.8 Distribution of respondent's selection on the improvement of four basic skills

Strongly disagree Disagree Neutral Agree Strongly agree

Table 4.16 The correlation coefficient between the improvement of “Speaking skill” and “Language reflexes” with the “Perception of respondent to Duolingo learning program.”

A23: You feel that Duolingo has provided sufficient resources and exercises to develop your language reflexes

A26: You like how Duolingo structures its lessons based on a repetitive model and periodic testing

A27: You feel satisfied with the learning approach that Duolingo provides

** Correlation is significant at the 0.01 level (2-tailed)

Table 4.18 Differences in respondents attitude towards the learning program of

Duolingo Strongly disagree Disagree Neutral Agree Strongly agree

You like how Duolingo structures its lessons based on a repetitive model and periodic testing

You feel that Duolingo has provided sufficient resources and exercises to develop your language reflexes

You feel satisfied with the learning approach that