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Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems

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....

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Main Authors: Ali, M. A. S., Deris, F. D.
Format: Article
Language:English
Published: Blue Eyes Intelligence Engineering and Sciences Publication 2019
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/90235/1/FarhanaDianaDeris2019_VocabularyLearningThroughDuolingoMobile.pdf
http://eprints.utm.my/id/eprint/90235/
http://dx.doi.org/10.35940/ijrte.B1017.0982S919
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spelling my.utm.902352021-03-30T07:48:43Z http://eprints.utm.my/id/eprint/90235/ Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems Ali, M. A. S. Deris, F. D. L Education (General) 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. Blue Eyes Intelligence Engineering and Sciences Publication 2019 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/90235/1/FarhanaDianaDeris2019_VocabularyLearningThroughDuolingoMobile.pdf Ali, M. A. S. and Deris, F. D. (2019) Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems. International Journal of Recent Technology and Engineering, 8 (2). pp. 79-85. ISSN 2277-3878 http://dx.doi.org/10.35940/ijrte.B1017.0982S919 DOI: 10.35940/ijrte.B1017.0982S919
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Ali, M. A. S.
Deris, F. D.
Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
description 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.
format Article
author Ali, M. A. S.
Deris, F. D.
author_facet Ali, M. A. S.
Deris, F. D.
author_sort Ali, M. A. S.
title Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
title_short Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
title_full Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
title_fullStr Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
title_full_unstemmed Vocabulary learning through duolingo mobile application: Teacher acceptance, preferred application features and problems
title_sort vocabulary learning through duolingo mobile application: teacher acceptance, preferred application features and problems
publisher Blue Eyes Intelligence Engineering and Sciences Publication
publishDate 2019
url http://eprints.utm.my/id/eprint/90235/1/FarhanaDianaDeris2019_VocabularyLearningThroughDuolingoMobile.pdf
http://eprints.utm.my/id/eprint/90235/
http://dx.doi.org/10.35940/ijrte.B1017.0982S919
_version_ 1696976280933629952
score 13.211869

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