Assessing Duolingo in Japanese Language Learning for DLSU SHS Students

• Main Authors: Alvarez, Aidan Gael G., Ardeta, Louis Angelo D., Mojica, Vince Lawrence O., Rimando, Miguel Celdrick J.
• Format: text
• Published: Animo Repository 2023
• Subjects: Duolingo; Japanese language learning; pretest-posttest design
• Online Access: https://animorepository.dlsu.edu.ph/conf_shsrescon/2023/paper_lcs/3; https://animorepository.dlsu.edu.ph/context/conf_shsrescon/article/1851/viewcontent/Assessing_Duolingo_in_Japanese_Language_Learning_for_DLSU_SHS_Students.docx.pdf
• Institution: De La Salle University

Language learning is a form of communicative development that allows a person to acquire and comprehend a certain language. With the technological advancements in contemporary times, learners constantly attempt to integrate tools such as software applications, like Duolingo, to find a more effective and optimal way to learn a language. This study focused on using Duolingo, a language learning software application, as a tool in learning basic Japanese for DLSU senior high school (SHS) students. This study answered the following questions: (1) what effect does the use of Duolingo have on the vocabulary of beginner Japanese-language DLSU SHS learners, (2) what effect does the use of Duolingo have on the identification of kana of beginner Japanese-language DLSU SHS learners, and (3) what effect does the use of Duolingo have on the motivation of beginner Japanese-language DLSU SHS learners to learn Japanese? This study employed a quasi-experimental research design, wherein the participants answered a motivation and proficiency pretest regarding Japanese language learning and the Japanese language, respectively, followed by playing Duolingo for 31 days while answering weekly monitoring surveys, and ended by answering the same pretest as the posttest. The researchers used a dependent or paired sample t-test to analyze the data of the pretest and posttest. Ultimately, the analysis proved that Duolingo significantly improved the participants’ vocabulary and the identification of kana characters in the Japanese language. Meanwhile their motivation to learn the language was preserved throughout the intervention period.