More detailed description of the test can be found at their website: http://www perpetualworks com/webcape/overview The Spanish WebCAPE test has a very
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[PDF] Duolingo Effectiveness Study
More detailed description of the test can be found at their website: http://www perpetualworks com/webcape/overview The Spanish WebCAPE test has a very
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Teaching English with Technology, 17(1), 89-98, http://www tewtjournal 89 May 12, 2106 from http://static duolingo com/s3/DuolingoReport_Final pdf
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Retrieved from http://static duolingo com/s3/DuolingoReport_Final pdf Yepes, E (n d ) Spanish Grammar: Libro digital Herramientas de español Online
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A CROSS COMPARISON AND EFFICACY STUDY OF DUOLINGO
German through either using the language learning application DuoLingo or taking an entry-level http://static duolingo com/s3/DuolingoReport_Final pdf
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2009a, 2009b), and Duolingo (Vesselinov Grego, 2012) With this study http ://static duolingo com/s3/DuolingoReport_Final pdf Vesselinov, R , J Grego,
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The problem with the progress measured as differ- 32 http://static duolingo com/ s3/DuolingoReport_Final pdf Page 40 40 ence score is that it does not take into
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Duolingo itself is a language-learning platform--accessible both as a website and as 07/18/2016] http://static duolingo com/s3/DuolingoReport_Final pdf
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DuolingoEffectivenessStudyPage2IntroductionLearningaforeignlanguagehasbecomeaveryappealingandimportantabilityinthecontemporaryworld.Inmanycaseslearningaforeignlanguageinvolvesusinglanguagelearningsoftwareorcomputerassistedself-study.Therearemanylanguagelearningsoftwaretoolsavailable,somemorepopularthanothers.Butthereisverylittleresearchspecificallydealingwiththesetools.Ourresearchteam(Vesselinovetal,2008,2009a,2009b)hasconductedthreestudiesrelatedtoeffectiveness,attitudeandmotivationoflanguagelearningsoftwarepackages(RosettaStone®,Auralog®andBerlitz®).ThegoalofthecurrentresearchstudywastoevaluatetheeffectivenessofDuolingo,anewlydevelopedfreelanguage-learningwebsitewhichbecamepubliclyavailablein2012.ThisstudywasfundedbyDuolingobutthedatacollectionandtheanalysisweredoneindependentlybytheResearchteam.1. ResearchDesignDuolingohasdistinctadvantagesfromtheresearchpointofviewcomparedtootherlanguagelearningsoftwarepackages.Duolingousershavetoregisteronlineandprovideaworkinge-mailaddress.Duolingoalsoallowsextractingtheexacttimeofuse/studybydateandtimeandbydifferentactivities:timeusedforlessons,timeusedfortranslationandtimeusedforotheractivities.OurresearchdesignincludedselectionofarandomrepresentativesampleofDuolingouserswhowere:- Willingtoparticipateinthestudy;- StudyingSpanishasaforeignlanguage;- Atleast18yearsofage;- NativespeakersofEnglish;- ResidingintheU.S.;
DuolingoEffectivenessStudyPage3- NotofHispanicorigin;- NotadvancedusersofSpanish.ThelastrequirementwasduetothefactthatthelanguageplacementtestusedinthestudyhasplacementincollegeSemester4+asitshighestevaluationgroup.TherecommendedgoalfortheparticipantsinthestudywastouseDuolingoforatleast30hoursduringthetwomonthstudy.Weknewinadvancethatthisrecommendationwouldnotbefeasibleforsomeparticipants.ForthisstudyweimposedathresholdoftwohoursofDuolingouse.Thenotionwasthatifaparticipantisstudyingforeignlanguagefortwomonthsandtheyendupstudyingatotaloftwohoursorless(15minutesorlessaweek)thisisnotsufficienteffortformeasurableprogress.SpanishlanguagewasselectedasoneofthemorepopularlanguagesandalsobecauseoftheexistenceofpreviousresearchonSpanishforotherlanguagelearningsoftwarepackages.Thelengthofthestudywas8weeksandwasconductedbetweenthemonthsofSeptemberandNovemberof2012.A$20giftcertificatefromAmazon.comwasgiventothepeoplewhosuccessfullycompletedthestudy.ThemaininstrumentforevaluatingthelevelofknowledgeofSpanishwastheWebBasedComputerAdaptivePlacementExam1(WebCAPEtest).ItisanestablisheduniversityplacementtestanditisofferedinESL,Spanish,French,German,RussianandChinese.ItwascreatedbyBrighamYoungUniversityandmaintainedbythePerpetualTechnologyGroup.Moredetaileddescriptionofthetestcanbefoundattheirwebsite:http://www.perpetualworks.com/webcape/overview.TheSpanishWebCAPEtesthasaveryhighvaliditycorrelationcoefficient(0.91)andveryhighreliability(test-retest)valueof0.81.Thetestisadaptivesothetimefortakingthetestvarieswithanaveragetimeof20-25minutes.TheWebCAPEtestgivesascore(inpoints)andbasedonthatscoreplacesthestudentsindifferentlevelgroups. 1 Spanish WebCAPE Computer-Adaptive Placement Exam by Jerry Larson and Kim Smith, WWWeb version Charles Bush. ©1998, 2004 Humanities Technology and Research Support Center, Brigham Young Univ.
DuolingoEffectivenessStudyPage4Table1.SpanishWebCAPETestCut-offPointsPointsCollegeSemesterPlacementBelow270Semester1270-345Semester2346-428Semester3Above428Semester4+ThemeasureofEffectivenessforthisstudywasdefinedasfollows:Thismeasureincludesboththeamountofprogressmadebyeachstudyparticipantandtheamountoftheireffortsanditisafairmeasureofeffectiveness.2. SampleDescriptionTheentiresampleselectionprocessisgraphicallyrepresentedonFigureA1intheAppendixA.TheDuolingostudyoneffectivenesswasannouncedontheweb.DuolingoincludedalinkadvertisingthenewstudyinSpanishonitswebsiteandputoutaGooglead.InDuolingothelinkwasonlyvisibletouserswhowereloggedinandwerestudyingSpanish.Peoplewhowereinterestedinparticipatinginthestudywereaskedtoclickonthelinkandgototheinvitationpage.Onthispagethestudyplanandrequirementswereexplainedandashortentrysurveywasincluded.Thelinkwasavailableforaweekand727peopleviewedtheinvitationpageandofthem556successfullycompletedtheentrysurvey.Thiswastheinitialpoolofrespondentsinthestudy.InitialPoolTheinitialpool(N=556)ofpotentialparticipantshadanaverageageof30.4yearswith46.2%femalesand98.4%ofthemwerenovicetointermediate(self-report)usersofSpanish.Asmallportionofthem(7.6%)wereofHispanicorigin.ThemajorityofrespondentswereWhite
DuolingoEffectivenessStudyPage5(74.6%),followedbyAsian(11.2%),Black/AfricanAmerican(5.4%),NativeAmerican,AlaskanorPacificIslander(0.9%)andofotherrace(7.9%),includingmultiracialcategories.TheprimaryreasonforstudyingSpanishwaspersonalinterest(61.8%),followedbybusiness/work(14.4%),travel(10.5%),school(11.4%),andotherreasons(2.0%).Forotherreasonstherespondentsmentioned:"alloftheabove","boredom","family","fun","tohelpmysonlearnSpanish","totalkwithmySpanishfamilymembers",etc.Asmallportion(13.6%)oftherespondents'spouse,partner,orclosefriendsspokeSpanish.Similarproportion(10.1%)oftheirparents,grandparents,orgreatgrandparentsspokeSpanish.Themajority(92.6%)oftherespondentshadEnglishastheirnativelanguage.Othernativelanguagesincluded:Arabic,Armenian,Bambara,Bengali,Bulgarian,Chinese,French,German,Hebrew,Hindi,Polish,Portuguese,Romanian,Russian,Tagalog,Tajik,Tamil,Tulu,Urdu.Athird(32.7%)oftherespondentsknewatleastoneotherforeignlanguage.Educationalcompositionwasasfollows:0-11grade(6.5%),Highschooldiploma/GED(7.4%),somecollege(31.3%),collegegraduate,BAorequivalent(37.4%),graduatedegree-MA,PhDorhigherdegree(17.4%).Themajorityoftherespondentswereemployedeitherfulltime(45.6%)orparttime(11.0%).Almostathird(29.2%)oftherespondentswerestudentsandtherestwereunemployed(9.7%)andwithotheremployment(4.5%).Forotheremploymenttherespondentslisted:"homemaker","retired","disabled","self-employed","stayathomemom",etc.Themajority(97.7%)oftheinitialpoolstatedthattheyresidedintheUS.TherestofthemwerefromBrazil,Bulgaria,Canada,China,CostaRica,Germany,andUnitedKingdom.PoolofEligibleParticipantsFromtheInitialPool(N=556)weexcludedthefollowingineligibleparticipants:1. Peoplewhowereyoungerthan18yearsofage.2. PeoplewhosenativelanguagewasnotEnglish.
DuolingoEffectivenessStudyPage63. PeoplefromHispanicorigin.4. PeoplewhodidnotliveintheUS(self-reportandbyIPaddress).5. PeoplewhoseIPaddresswasnotidentifiable(blank).Altogether170peoplewereineligibleforthisstudyandthefinalpoolofeligibleparticipantsforsampleselectionwasN=386.Theaverageageofthepoolofeligibleparticipantswas32.0yearswith48.4%females,and99.0%ofthemwerenovicetointermediate(self-report)usersofSpanish.Theracialcompositionwasasfollows:Black/AfricanAmerican(5.7%),Asian(9.3%),White/Caucasian(80.1%),NativeAmerican,AlaskanorPacificIslander(1.3%)andotherrace,includingmultiracialcategories(3.6%).TheprimaryreasonforstudyingSpanishwasasfollows:business/work(14.5%),travel(8.8%),school(8.3%),personalinterest(66.5%)andotherreasons(1.8%).Forotherreasonstherespondentsmentioned:"alloftheabove","boredom","family","fun","tohelpmysonlearnSpanish".Asmallproportion(11.0%)oftherespondents'spouse,partner,orclosefriendsspokeSpanish.Anevensmallerproportion(4.5%)oftheirparents,grandparents,orgreatgrandparentsspokeSpanish.AllparticipantswerenativespeakersofEnglishandtheywerenotofHispanicorigin.Morethanaquarter(28.5%)oftherespondentsknewatleastoneotherforeignlanguage.Educationalcompositionwasasfollows:0-11grade(0.8%),Highschooldiploma/GED(8.0%),somecollege(33.4%),collegegraduate,BAorequivalent(39.9%),graduatedegree-MA,PhDorhigherdegree(17.9%).Employmentcompositionwasasfollows:unemployed(10.8%),student(23.2%),fulltimeemployed(49.9%),parttimeemployed(11.6%)andotheremployment(4.6%).Forotheremploymenttheparticipantslisted:"homemaker","retired","disabled","self-employed","stayathomemom",etc.Therespondentsweregeographicallyfrom46states(seeTableA1inAppendixA).
DuolingoEffectivenessStudyPage17ThestructureoftimeusingDuolingo(percentoftimeforlessons,translationandotheractivities)didnothavestatisticallysignificanteffectofprogressandlanguageimprovement.AnotherinterestingaspectoftheanalysisisthequestionabouttheinitiallevelofknowledgeofSpanishandtheeffectivenessofthestudy.Thestudyparticipantswereplacedin4groupsbasedontheirinitialWebCAPEtestscoresandtheeffectivenessbythese4groupsispresentedinthenexttable.Table12.EffectivenessbyInitialLevelofLanguageAbilityNEffectiveness*InitialLevelCollegeSemesterMean(std)First689.2(12,2)Second136.4(13.4)Third70.6(2.6)Fourth+Total888.1(12.1)*ThegroupdifferencesarenotstatisticallysignificantAsexpectedparticipantsinthebeginner/novicegroup(Firstsemester)hadthebiggestimprovementintheirlanguageskills.Asthesametimethemoreadvancedparticipants(Thirdsemester)showedmoremodestimprovementintheirlanguageskills.Thisisanexpectedresult.StilltherearenostatisticallysignificantdifferencessowecannotpartitiontheeffectivenessresultsbytheinitiallevelofknowledgeofSpanish.Buttheresultisnoteworthybecauseofthelargeeffectsizes(9.2vs0.6pointsprogress)andwithlargersampletheresultwouldhavebeensignificant.3. UserSatisfactionAttheendofthestudytheparticipantswereaskedtocompleteanexitsurveywithquestionsmostlyrelatedtotheirexperiencewithDuolingoandtheirrecommendations.Overall66peoplecompletedtheexitsurvey.
DuolingoEffectivenessStudyPage21- Thepreviousstudieswerebasedonthe2008versionoftherespectivelanguagesoftwarepackages.Fouryearsinthedigitalworldcanmakeabigdifference.Amorefaircomparisonwouldbeifthereisanewerstudyusingthelatestversionofotherlanguagelearningsoftwarepackagesandwebapplications.- Thedefinitionofeffectivenesswasdifferentforthetwosetsofstudies.Inthecurrentstudytheimprovementinthelanguageskillswasrelatedtothestudytimebecausetherewasanobjectivemeasureofthistime.Suchmeasurewasnotavailableinthe2008studybecausehalfoftheparticipantsworkedathomewithoutonlinerecordfortimeofuse.- Inthe2008studyatestforspokenproficiencywasperformedwhilenosuchtestwasincludedinthecurrentstudy.CitedLiteratureVesselinov,R.,2008,MeasuringtheEffectivenessofRosettaStone®,FinalReport,manuscriptavailablethroughRosettaStone®.Vesselinov,R.,J.Grego,B.Habing,A.Lutz,2009a,MeasuringtheAttitudeandMotivationofRosettaStone®Users,FinalReport,manuscriptavailablethroughRosettaStone®.Vesselinov,R.,J.Grego,B.Habing,A.Lutz,2009b,ComparativeAnalysisofMotivationofDifferentLanguageLearningSoftware,FinalReport,manuscriptavailablethroughRosettaStone®.Reichheld,FrederickF.(December2003)."OneNumberYouNeedtoGrow".HarvardBusinessReview.