| Description |
While language-learning apps have become increasingly popular, prior research has not shown to what extent apps implement pedagogical features that have been shown to be effective for language learning. This thesis researches four popular apps (Duolingo, Memrise, Babbel, and busuu) that claim to help students learn a whole language, and shows whether or not they implement different features known to have an impact on the process of second language acquisition, particularly in the categories of input, feedback, and interaction, as well as how the technology of the app is used to improve usability, engagement (how the apps keep the interest and attention of the user with methods such as gamification), and the implementation of these pedagogical features. The results show that while all four apps provide frequent feedback of different varieties, only two of them provide opportunities for interaction. For input, all four apps provide audio from native speakers. However, they all rely heavily on translation and do not frequently provide input in context or require the user to make meaning from the input. All of the apps also implement several features to enhance usability and some features for increased engagement and individualization. The results show that while all the apps use technology to implement some features well, in general they could benefit from modifying their approaches to input and interaction to better align with the methods that prior research has shown facilitate second language acquisition. |
