Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems
Alsaif Sarah Ali M1, Farhana Diana Deris2
1Alsaif Sarah Ali M, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
2Farhana Diana Deris, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
Manuscript received on 15 October 2019 | Revised Manuscript received on 21 October 2019 | Manuscript Published on 02 November 2019 | PP: 79-85 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B10170982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1017.0982S919
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Abstract: Vocabulary learning is vital towards acquiring new languages and therefore insufficient vocabulary knowledge can be considered a significant barrier to such learning. Availability of tools to enhance or simplify the learning process is an added advantage to encourage learners to learn new languages. This research was conducted to investigate teacher acceptance of mobile applications in Saudi Arabian universities for vocabulary learning, identify suitable features for vocabulary learning applications and to identify problems that may arise through use of mobile applications in classroom settings with the aim of solving them. Duolingo mobile application was employed as a study tool to investigate effectiveness of the applications and their technological features. Twenty English language teachers participated in the study by answering questionnaires and three of them were also interviewed and resulting data analyzed quantitatively and qualitatively. The main findings from the research are that teachers showed positive attitudes towards teaching and learning using vocabulary learning applications and that several challenges faced by users inform on unsuitability of the applications and reluctance to use by teachers. Therefore, appropriate measures should be taken to address the problems associated with use of mobile applications in vocabulary learning and teaching so as to explore the vast potentials they have towards learning.
Keywords: Duolingo App, Mobile Applications, Teacher’s Acceptance, Vocabulary Learning.
Scope of the Article: Mobile Applications and Services for IoT