The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.

中文翻译：

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移动辅助语言学习：Duolingo 案例研究

移动技术的日益普及促进了移动辅助语言学习的增加，学习者可以随时随地自主学习第二语言 (L2)（例如 Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017） . 然而，调查此类研究对 L2 学习的有效性的研究受到限制，特别是关于 Duolingo 等大型商业 L2 学习应用程序。尽管一项委托进行的研究发现了良好的语言学习成果（Vesselinov & Grego，2012），但有限的独立研究报告了与学习者持久性、动机和计划效率相关的问题（Lord，2015；Nielson，2011）。目前的研究调查了九名参与者在 Duolingo 上学习土耳其语的一学期学习经历和结果。参与者在研究结束时表现出 L2 测量的改进，结果表明在 Duolingo 上花费的时间量与学习收益之间存在正、适度的相关性。在对体验的看法方面，参与者普遍对 Duolingo 的灵活性和游戏化方面持积极态度；然而，也表达了学习动机的可变性和对教学材料的挫败感。