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DUOLINGO: A MOBILE APPLICATION TO ASSISTSECOND LANGUAGE LEARNING(App Review)by Musa Nushi and Mohamad Hosein Eqbali
Shahid Beheshti University,
Daneshjo Boulevard, Evin Sq. Tehran, Iran, 1983969411
M_nushi @ sbu.ac.ir / mohamad.h.eghbali @ gmail.com

Application Details:
Publisher: Duolingo
Product type: Smartphone Application Software
Language(s): Multilingual
Level: Any
Media format: APK/IPA
Operating systems: Android/iOS
Hardware requirements: Smartphone/Internet Connection
Supplementary software: None
Price: Free

1. Introduction
Technology is changing the way we teach and learn languages; it has provided teachers withnew facilities and approaches to teaching that can stimulate learners’ interest whilechallenging their intellect (Blake, 2013, 2016; Stanley, 2013). Likewise, it has provided
learners with plenty of creative and authentic resources that can facilitate the process ofacquiring a new language (Walker & White, 2013). Similarly, Larsen-Freeman and Anderson(2011) state technology contributes to language learning in two important ways – it provides
teaching resources such as podcasts, vodcasts, online dictionaries, weblogs, WebBoards etc.
as well as enhances learning experiences, that is, increases access to the target language andopportunities for learners to work at their own level and pace, and choose when and where tolearn. They add that technology has the potential to engage learners in grammaring, an
important process in second language acquisition. Larsen-Freeman (2003) defines
grammaring as “the ability to use grammar structures accurately, meaningfully, andTeaching English with Technology, 17(1), 89-98, http://www.tewtjournal.org

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appropriately” (p. 143). Technology gives learners the chance to see grammar as a skill, notmerely as a set of abstract rules, and use that skill to choose the appropriate language form forparticular contexts and meanings.
Among the technological innovations, devices such as smartphones, tablet computers,
laptops, MP3 and MP4 players, iPads, occupy a special niche since they offer learners thepossibility to study anytime, anywhere and at their own convenience, an experience called‘ubiquitous’ learning (Ogata & Yano, 2004; Yang, 2006). In fact, more than a decade ago,
Keegan (2003) believed that M (mobile)-learning, a subset of e-learning, would fashion the
future of learning. Similarly, Wagner (2005) stated that “the mobile revolution is finally here.
Wherever one looks, the evidence of mobile penetration and adoption is irrefutable…. No
demographic is immune from this phenomenon,” (p. 40). Mobile-assisted language learning(MALL) is indeed a rapidly growing field, one that promises to have an enormous impact on
second language teaching and learning (Pachler, Bachmair & Cook, 2010; Thornton &Houser, 2005). Smartphones are a prominent example of ubiquitous learning devices, andthey are now a crucial part of many people's lives. They have characteristics in their DNA thatmake them particularly useful for language learning purposes; they are portable, sociallyinteractive, context-sensitive, connective and individual to language learners (Klopfer, Squire,& Jenkins, 2002). These features are constantly evolving and new features are being added tomeet user needs. For instance, new smartphone applications are being developed that makethe task of learning ever more exciting and personalized. This paper narrows the focus down
to one mobile language learning application of Duolingo, and explores the possibilities thisapp offers for learning a second language.

2. Description
To use the app, learners must download it from Google Play/iTunes and install it on theirAndroid/IOS devices. English speaking learners can choose from a list of 16 languages from
French through Irish to Esperanto. Speakers of other languages, however, do not have as
many options. An English speaker can choose out of 15 complete courses, four Beta courses(with eight languages being “hatched”), whereas a Spanish speaker can choose out of only six
languages (with two being hatched) and a French speaker has the opportunity to learn only 4
languages (with only one other language being hatched). However, compared to similar appson the market, such as Babbel and Busuu, this is a very wide range of languages that is still
growing, mainly due to its unique and broad community of learners and the platform provided
for them to contribute to Duolingo.

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After the learners have selected which language they wish to learn, the app asks them
to “pick a daily goal” from the list appearing before them. The daily goals range from Casual,through Regular and Serious to Insane, denoting respectively 5, 10, 15, and 20 minutes ofpractice per day (see Figure 1).

Figure 1. A screenshot of the settings before going into lessons (learners see these options to determine their pace
and they can swipe down to see the “Insane” mode).

The app then inquires whether the learner already knows anything about the language,and if so, it provides the learner with a placement test. If the learner is new to the language,
they start with the basics. It is safe to say that Duolingo is a very straightforward app and very
simple to use. Without any more questions or even registration for the course, the learner cango right into their first lesson by tapping Start. The exercises are of many types:
A) translation exercises, in which the learners translate from the language they know to
the language they want to learn or the other way around (see Figure 2);B) matching exercises, in which learners see a photo and match it with the words given
or the other way around (see Figure 3);C) pairing exercises, in which learners are given an even number of equivalent words
from both languages and are asked to pair them (see Figure 4);D) listening exercises, in which learners listen to a short phrase in the second language
and have to type it correctly (see Figure 5);

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92E) speaking exercises, in which learners have to say what they hear (see Figure 6).
Each lesson contains 10 to 15 exercises, a few from each of the categories mentioned
above, and learners have a progress bar on the top of their screens. Every time they get ananswer right, the bar moves a little bit forward. Every time they get it wrong, the bar does notprogress, Duolingo points out the mistake and repeats the question at the end of the exercises
until the progress bar is completed. Duolingo also allows the learners to go back to whicheverlesson they want, whenever they want, even if they have gotten all the answers right.

Figure 2. A translation exercise

Figure 3. A matching exercise

Figure 4. A pairing exercise

Figure 5. A listening exercise

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Figure 6. A speaking exercise

When the learners accomplish a daily goal, Duolingo rewards them with surprising andupbeat sounds and pictures, making the learners feel like they have accomplished somethingbig (see Figure 7). If the learners don’t sign into their Duolingo accounts to complete their
daily goal, Duolingo sends a push notification to their phones and reminds them to do their
exercises and meet their daily goals; usually these daily practice reminders are accompanied
by promotional statements such as 62.5 million people are learning languages using Duolingo
to spur the learners into action. Duolingo does this by notifying learners at a specific time
every day; however, if the learners are busy during that specific time every day (are at work,
running errands, sleeping, etc.), they can tell Duolingo when to remind them, for example
07:00 PM, and if by 07:00 PM they still haven’t reached their daily goals, they receive thesedaily practice reminders.

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Figure 7. A screenshot of what comes after you have completed your daily goal

Duolingo is a very smart app. For example, if in a translation exercise, learners type "Im not ateacher” instead of “I'm not a teacher”, the app will know this is a typo and not a mistake. The
learners pass the exercise but are reminded of the typographical error in their answers.
Another interesting characteristic of the app is the Dumbbell button that learners can use fromthe home page of their course. Through this feature, Duolingo offers personalized exercisesfor each learner, focusing on their weaknesses and improving their skills.
To Duolingo, learners can add friends, and use this feature to communicate and/or
compete with them. By finishing a lesson successfully, they gain (10) XPs, and can see thenumber of XPs their friends have scored. Moreover, Duolingo users can make the app notify
them when someone has more points than them (setting>someone passes me) which can bevery motivating.
It must be noted that Duolingo does not provide any grammatical explanations. It only
immerses the learner in the target language by offering exercises centred on new vocabulary.
To learn the grammar, learners must deduce the principles of grammar on their own andthrough trial and error. Even though Duolingo penalizes the learners for the tiniest of mistakes
and points out the most insignificant typos, it does not present the learners with any grammar
notes or rules of any kind. Should learners make a mistake in the new language, Duolingo
shows them where they have made the mistake, but they will have to work out the rule on
their own.

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3. Evaluation
Duolingo is a free mobile app (there is also a web version) and, statistically, is the mostpopular in the category of Education in Google Play. Studies have shown statisticallysignificant improvements in language abilities as a result of using the app (Vesselinov &Grego, 2012). The app also leads to increased levels of confidence in learning a new language(Vesselinov & Grego, 2012).
Duolingo reassures learners that they can achieve their learning goals and relieves
their fear of doing something so demanding as learning a language. Even with 5 to 10 minutesof daily practice, Duolingo helps learners feel they have accomplished something, a feelingthat keeps them motivated. By “gamifying” learning, Duolingo has been able to keep thelearners interested and less self-conscious of learning. Once a person is “addicted” to thegames of this extremely user-friendly app, they are bound to spend time on it when they arebored on the bus ride home from work.
Despite these good features in Duolingo, there are a few cautionary notes. First, theunnaturalness of Duolingo’s sample sentences are very obvious (and ridiculous at times). In
the very first sessions, learners may come across sentences such as I am not you, Theirelephant drinks milk, We come from that woman, which only leave them confused. One moreunnatural thing about the app is the computerized voice it uses; the learners are neverintroduced to how a native speaker sounds like as long as they are using this app as their only
source of learning.
Another major downside to Duolingo is how it uses one language to teach anotherone. If you want to learn English, for example, first you must know another language which
has the English course in your language. However, if the learner’s mother tongue is, say
Persian, and they do not know any other languages, they will practically not be able to learn
any other languages. This will limit the number of the app’s users. In addition, if learners
learn the target language through a second language, they are always prone to be dependent
on the second language and may never be fully able to express themselves in only thelanguage they have learned (Carreres, 2006).
Thirdly, there are times when the learners are introduced to a new word only by seeing
the letters and the word’s shape, and not by hearing it spoken. In many languages (such as
English and French), having the same letters and the same pronunciation is not the case for allwords and this can cause difficulties. In standard learning, when introducing new vocabulary,
the teacher must always accompany the shape of the word with its pronunciation. Having

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ignored this rule, Duolingo has made it possible for learners to fall into the trap of the many
exceptions and pronunciation variations.
Finally, the lack of human interaction and real conversation in the app needs to bementioned. Duolingo may give learners the illusion that they know the pronunciation of aword and its meaning, but since they have not used the phrases or the sentences they havelearned, their lexical knowledge will only be passive and hard to retrieve. Learners must knowthat these computerized listening and speaking exercises provided in the app are not at all
enough and comparable to what native speakers might sound like.

4. Conclusions
Self-study is obviously important in language learning and Duolingo is a useful language
application that can provide learners with practical and systematic steps to learn a new
language on their own. Duolingo has a sleek design, is user-friendly, and can be used bylearners of different ages and cultures. The app teaches English to millions of people for free,although some have criticized the developers’ method of making money by getting people totranslate texts for free as a by-product of learning a language. What sets Duolingo apart fromother free language learning applications is its methodology: teaching its users a foreign
language via translation. Translation as a pedagogical technique fell out of favor with theadvent of communicative approaches to language teaching in the late 1960s on the grounds
that it creates a sense of false equivalence between the two languages and acts as an
impediment to automatic and fluent language use. However, many second language
researchers (e.g., Cook, 2010; Liao, 2006; Newmark, 1991) maintain that it is not the verytranslation but they way it is used for pedagogical purposes that counts. Cook (2010), forinstance, argues translation helps learners to relate new knowledge to old knowledge, reduces
learning anxiety, promotes noticing and metalinguistic awareness, and provides a means toassess learning. Moreover, being in line with the prevailing constructivism paradigm insecond language learning, Duolingo encourages peer-to-peer collaboration, with learner’sfriends being able to challenge one another (Carneiro, & Simao, 2011).
Despite its merits, the app has a number of drawbacks. First, while it can go somewhat
well with regular classroom instruction, with learners using it for extra practice, its approachand principles can collide with the currently popular language teaching approaches such
Communicative Language Teaching and Task-based Language Teaching. Duolingo’s boldest
method for teaching a new language, as mentioned before, is through direct translation inanother language. Now, if a student is learning a language in a classroom in which using that

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translating language is forbidden or at least frowned upon, but they use Duolingo as an extra
tool, it might have negative consequences for them to be familiar with the translation of what
he has learned in the classroom with a real teacher. Second, conversations used in the app do
not sound natural and learners may end up speaking a second language in a manner thatwould sound weird to the native speakers of that language. Moreover, introducing a language
through short phrases and sentences may not get learners to a conversational level in that
language. Third, learners do not receive explicit explanations on grammatical structures andthis may leave them wondering why plural nouns in French, for instance, are used with thearticle les only, no matter what the gender.
On a final note, we would like to remind users that although technology does affect thelanguage learning process, it does not provide the silver bullet for that process. What matters,on the other hand, is what use we put technology to.

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