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TESL-EJ19.1,May2015Duolingo/Cunningham1TheElectronicJournalforEnglishasaSecondLanguageDuolingoMay2 5-Volume19,Number1TitleDuolingoAuthorDuolingoInc.ContactInformationhttps://www.duolingo.com/https://itunes.apple.com/us/app/duolingo-learn-languages-for/id570060128?mt=8https://play.google.com/store/apps/details?id=com.duolingo&hl=enhttps://www.windowsphone.com/en-us/store/app/duolingo-learn-languages-for-free/2d89520e-d360-4b5b-ba5a-5a15064aa935TypeGenerallanguagelearningappPlatformWebbrowser,iOS,Android,WindowsphoneCurrentCompatibilityUptodatewebbrowser,iOS7.0orlater,Android,WindowsPhone8.1PriceFreeGeneralDescriptionOverviewBoastingover20millionus ers,Duolingoi sabrow ser-basedandmobileap plicationlaunchedin2 12thatallowsusersto"Learnalanguageforfree.Forever"(Duolingo,2014).Cu rrently,fullversionsareavailab leinSpanish,French,Italian,Germa n,Portuguese,andEnglishwithother languagesun derdevelopment.Duoling ocallslanguagelearning withtheapplication"f unandaddicti ve"asusers "earnpointsforcorrectanswers,raceagainsttheclock,andlevelup"(Duolingo,2014).Thecompanypridesitselfon"bite-size,""effective"lessonsthat2itintoyourdailylife(Duolingo,2014)andclaimstheprogramismoreef2icientforlanguagelearningthanauniversitycourse,estimatingthat hoursusingDuolingoisequivalenttotheinstructionprovidedina16-weekuniversitysemester(Vesselinov&Grego,2012).Duolingoisad-andco t-freeduetoitsmonetizationofbuilt-inusertranslationsofwebpagesinimmersionactivi tiesont hewebversion.Availab leasabrowser-basedapplicationoraniOS,Android,orWindowsPhoneapplication,Duolingousesasingle
TESL-EJ19.1,May2015Duolingo/Cunningham2useraccountsetupbywayofanemail,Facebook,orGoogleaccounttosyncprogressacrossallplatforms.Sinceuserexperienceandavailablefeaturesvaryacrossplatforms,thisre iewwillfocusontheiOSiPad ersionofDuolingo,Apple's2013Appoftheyear(Duolingo,2014)inEnglish(L1)withFrenchasthetargetlanguage(L2).StructureTheapp'shomescreendisplaysDuolingo'slanguage-learningtree(seeFigure1).Theonetothreecirclesineachrowofthetreerepresentunitsthatmustbesuccessfullycompletedbeforeausercan movetothenextrow ofac tivities.Units tendtobe semanticallyor rammaticallythemed,withcontent-orientedthemessuchas"animals"orgrammaticallyfocusedthemessuchas"possessives."Completionofall68unitsisequatedwithahigh-intermediate,orB2ontheCEFR,levelofpro1iciencyaccordingtoDuolingo'sfoun r(V ss linov,2014).Figure .Themainscreenlanguage-learningtreeEachunitcontainsalinearsequenceoflessons,eachmadeupofasetofchronologicallyorderedactivitiesfacilitatedintheL1.DespiteDuolingoclaiming"avarietyofspeaking,listening,translationandmultip lechoicechallenges,"("Duolingo,"2 4)thevast majorityoftheseactivitiesinvolvetranslationofasentenceorphraseusuallythrough
TESL-EJ19.1,May2015Duolingo/Cunningham3selectionfromawordbankasseeninFigure2.OtherexercisesincludeverbalrepetitionofaspokenorwrittenL2structureanddictation,whichallowsformultispeedaudioreplay.NewL2wordsgivetheusertheabilitytoaccessvarioushighlightedL1pop-upglossoptions,an dmostexercisesofferopti onalcorresp ondingspok enL2text.Allexercisesofferimmediatecolo randsoundcoded textualanimatedfeed a koncorrectness,anditemsansweredincorrectlymayberepeatedlaterinthelesson.Eachlessonallotsagivenanumberofhearts,usuallythreetofour,thatareeliminatedforeachi c rrecta swer.Whe heartsremai ,i c rrectresp nsesresultinrestartingthelesson. Progressthroughaless onisvisuallytrackedby wayofanincrementalprogressbaratthetopofthescreen.Figure .ExampletranslationactivityCorrectresponsesandcompletedlessons,units,andlevelsearnlanguageexperiencepointsusedtotrackprogress.Inaddition,accomplishments,suchascompletionofaunit,arerew ardedwithlingots ,Duolingo'sowncurrencywhichcanbeused atthelingotsshoptobuyextraheartsorout2itsfortheDuolingomascot(seeFigure3).Userscantracktheirprogressonalinegraphfoundunderthepro3ilelinkatthetopofthe
TESL-EJ19.1,May2015Duolingo/Cunningham5Figure4.Pro$iletabofDuolingoiPadappEvaluationTechnologicalFea resWhenitcomesto technolo gicalconsider ations,s uchaslayout,soundandvisualaffordances,Duolingocapitalizesonsomefeatureswhi lealsos howingroom forimprovement.Duolingohastakenobviouscaretosimplifythescreenlayoutformobiledevices,allowingforbothverticalandhorizontalorientationofthefairlyintuitiveL1interfacewithsimplenavigation.Colo sa eusedeffectivelytoshowlanguagelea ne s'progressinavisualwayby coloringacces sibleunit iconsandpres entingcurrentlyinaccessibleunitsingrayscale(seeFigure1above).Thisisawelcomedesignchoicegiventhatthe"tree"orunitmapisseveralpageslong.Thesoundqualityisclearoverall,thoughitoccasionallysoundscomputergeneratedandsometimesexperienceslag orfailstoplayinsomeaudio-augmentedtouch-basedactivities.Theprogramtakesadvantageofthemicrophoneforusers'spokentranslationsandseemsadeptatacceptinglessthanperfectlearnerpronunciation.Microphonelagisrare,andtheinterfaceshowsavisualizationofrecordedvolumeforimmediateuser
TESL-EJ19.1,May2015Duolingo/Cunningham6con$irmation(seeFigure5).Onestrengthofthespeakinginterfaceisthebuttonthatallowsuserstoskipaudio-basedactivitiesforaspeci/iedperiodoftimeorturnthemoffentirely.Thiscanbeavaluableoptionwhenusingtheappinpublicanddesiringmutedaudio.Figure5.AudiorecordinginterfaceTheappalsoeffectivelyutilizestheautomationandsocialcapacityofmobiledevicestomotivateusersandtrack progress,capital izingonsu chfunctionstoo fferuserstheabilitytocompetewithfriendsusingtheprogram,andmonitorachievementsthroughonscreen pop-upan ema ilremin ers tohelpusers stayontrackwiththeirindividualizedgoals.However,consideringDuolingo'suseofCALLaffordancesbroadly,theappignorestheeffectivenessofinputelaboration(Chapelle,2003),limitingitsuseofinputenhancementtosalienceandmodi0ication.Amoderatelevelofsalienceisrealizedlargelythroughrepetit ionandsomemarkedinput ,suchasthehighlightednewvocabulary,w leL1popupglosses andoccas onal magescompr set epr maryattemptsatmodi+ication,leavingmuchtobedesiredindirectinglearnerattentiontoinput.Theexpansionofinputenhancementstoincludeelaborationcouldprovidethe
TESL-EJ19.1,May2015Duolingo/Cunningham7contextandexplanation neededfor amorecompleteunderstandingofthe targetlanguage.PedagogicalConsiderationsPedagogically,Duolingofallsintodigitalgamebasedlearning(DGBL)andadherestomanyofitstenetsfairlywell.Animation,soundeffects,rewardsforachievement,andcompetitionwithothe s,all ecognizedelementsofsuccessfulDGBL(Intratat,2011;Prensky,2003),areincorporatedeffectively.However,DuolingofallsshortofPrensky's(2003,2005)requirementthatDGBLattainahighlevelofbothengagement(play)andlearning.WhileDuolingobeginstoaddressbothoftheseareas,itfailstodosoatahighlevel.T e ncorpora t onofmore game-likeaspects,inpute laboration,orintegrated languageusescenarioscouldboostpotentialusers'levelofengagementandlearningpotential.The
ric linearruc uringofDuolingosuggestsaclearlyenvisionedcurriculum,butapartfromincrementallyintroducingvocabularyandsimplegrammaticalstructures,thesequencingofmaterialcanfeelarbitrarytoalearner.Grammaticalstructuresprovidecontinuity,butthisoftengive smuchofthelang uageafabri catedfe el.Thislac kofauthenticityisfurtheredbyDuolingo' sdearth ofopportunitiesformeaningf ulcommunication,leavingtheprograminthegrammartranslationerawithabehavioristfocusonrepetition.MoremoderninteractionistandsocioculturalSLAexpectationsofnegotiatedmeaningincontextandmultipleformsofinteractionarenotmet,astheprogramreliessolelyonsmall,disconnected,anddecontextualizedchunksofisolatedlanguage;t sdecontextual zationsubsequentlyrestrictsmeaningmaking.Intheworstcases,suc solatedlanguageappearstomakel ttlesense,suc as" eowesac cken."Withouttheuseofinputelaborationorcontext,theuserisleftnotknowingwhethersuchexamplesareasoddastheyseemoriftheymightholdspecializedmeaninginparticularcontexts.Manysentences,suchas"Iamalion,""hehasatiger,"or"it'seatingabutter&ly,"seemtohavebeenincludednotfortheirutilityorauthenticity,butrathertomimicsimplegrammarconstructionsfrompreviousunits,suchasthepatterns"Iamaboy,""hehasanapple,"and"heiseatinganapple."Whilethismayservetoreinforcetheconstruction,theresult isaseriesofoddsent encesthatoftenlackrel evance fora learner.T s saser ousweaknessoft eappfromaDGBLperspect ve,asrelevance sthedominantpredictorofusersatisfaction(Huang,Huang,&Tschopp,2010).TargetUseTargetusersofthe appwouldbeauto nomoususe rswithsome existingle velofmotivationorcuriosityforlanguagestudywhoareseekingtorefreshbasicskills.Thosewhocanconvincefriendstostudyandcompetewiththemcantakeadvantageofthesocialmotivationfeaturesandperhapsreceivemorebene4itfromuseoftheapp.However,duetot e ig lystructuredlinearnatureoft eprogram,Duolingowouldbedif$iculttoincorporateintoaclassroomsettingandwouldnotbeagoodmatchforhighlyin p n ntus rslookingforin ivi ualiz or5l xibl l arningopportuniti s.Thoselookingforadvancedpro0iciencypracticeorauthenticlanguageexampleswillnot!indthisappasuitable!it.TheDuolingoappisprobablybestusedasasupplementtootherlanguagelearningmaterialsthatoffermorecontextualizedauthenticlanguageuse.
TESL-EJ19.1,May2015Duolingo/Cunningham8Duolingoc n eviewed s sicmo ileg meth tm yoffersomesimplel ngu gelearningbene its.SummaryOverall,Duolingooffersafairlyconvenient,free,andbasicmobilelearningapplicationwhichcontainsmotivationalDGBLfeaturesthatgiveitenoughofanaddictiveedgeformanylea ne stostayengaged.Howeve ,itsst ictlinea cu iculum,lackofauthenticlanguage,andlimitedassortmentofactivitiespreventitsfullrealization,relevance,andutilityasaDGBLopportunity.ItsdesignmakesDuolingoasolidchoiceforindependentsupplementalpractice,butactsmoreasafunrefresherthanacomprehensivelanguagelearningexperience.ReferencesChapelle,C.A.(2003).Englishlanguagelearningandtechnology.Lecturesonappliedlinguisticsintheageofinformationandcommunicationtechnology(Vol.7).Philadelphia:JohnBenjaminsPublishingCompany.Duolingo.(2 14).RetrievedSeptember8,2 14,2 14,fromhttp://www.duolingo.comDuolingo.(2 14,Sept.16,2 14).Duolingo-learnlanguagesforfree.RetrievedOct.1,2014,2014,fromhttps://itunes.apple.com/us/app/duolingo-learn-languages-for/id570060128?mt=8Huang,W.-H.,Huang,W.-Y.,&Tschopp,J.(2010).SustainingiterativegameplayingprocessesinDGBL:Therelationshipbetweenmotivationalprocessingandoutcomep oce ing.Computers&Education,55(2),
TESL-EJ19.1,May2015Duolingo/Cunningham9AbouttheReviewerKellyJCunningham