Enhancing Learners' Professional Competence via Duolingo Classroom

Autor/inn/en	Brick, Billy; Cervi-Wilson, Tiziana
Titel	Enhancing Learners' Professional Competence via Duolingo Classroom
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Brick, Billy) ORCID (Cervi-Wilson, Tiziana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Software; Second Language Learning; Second Language Instruction; French; German; Italian; Portuguese; Spanish; Personal Autonomy; Independent Study; Correlation; Technological Literacy; Introductory Courses; Teaching Methods; Foreign Countries; Translation; Scoring; Computer Assisted Testing; College Students; Student Attitudes; United Kingdom (Coventry) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Deutscher; Italienisch; Portugiesischunterricht; Spanisch; Individuelle Autonomie; Selbststudium; Korrelation; Technisches Wissen; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bewertung; Collegestudent; Schülerverhalten
Abstract	Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with the overall formal assessment grades on modules and further data was collected at the end of the project from a representative sample of learners (182) and tutors (ten) to establish whether the software influenced module marks. [For the complete volume, "Professional Competencies in Language Learning and Teaching," see ED595297.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01