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All Journal ELS Journal On Interdisciplinary Studies in Humanities EDUTREND: Journal of Emerging Issues and Trends in Education
Wa Ode Riniati
Universitas Muhammadiyah Buton, Baubau, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Utilizing Mobile-Assisted Language Learning (Duolingo) to Foster Metacognitive Awareness and Self-Directed Learning in Non-English Major Students La Ode Achmad Suherman; Wa Ode Riniati; Sofyan Sukwara Akfan; Munirah Munirah; Natasya Dian Utami; Fitriani Fitriani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.43453

Abstract

Technology-based language learning, particularly Mobile-Assisted Language Learning (MALL), is increasingly utilized to support autonomous learning. However, limited research has explored how Duolingo contributes to metacognitive awareness and learning autonomy among non-English major students in Indonesia. This study aims to analyse the impact of Duolingo on these two variables and to explore the relationship between them. Using a mixed-methods approach with a quasi-experimental design, 56 non-English major students from Universitas Muhammadiyah Buton participated in the study. Quantitative data were analysed using the Wilcoxon Signed Rank Test and Spearman Rank correlation, while qualitative data were examined through thematic analysis. The Wilcoxon test results indicated a significant increase in metacognitive awareness (p < 0.001) and learning autonomy (p < 0.001), with a strong positive correlation between them (r = 0.72, p < 0.001). Interviews revealed that Duolingo’s gamification features, such as streaks and leaderboards, helped students become more aware of their learning strategies and more independent in their learning process. This study demonstrates that Duolingo not only facilitates language learning but also enhances students' autonomy and metacognitive awareness.
Beyond Frequency: Digital English-Learning Purposes, Motivation, and Self-Perceived Proficiency among Non-English-Major Students Wa Ode Riniati; La Ode Achmad Suherman; Nur Jannah; Munirah Munirah; Ryan Purnomo
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 2 (2026): In-Progress Issue
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.990

Abstract

Digital technologies have become an important part of English learning beyond formal classroom instruction, yet frequency of use alone may not fully capture the nature of students’ digital engagement. This study examined whether the purposes of digital English learning provided explanatory value beyond engagement frequency among non-English-major undergraduate students at an Indonesian university. Using a quantitative cross-sectional correlational design, data were collected from 180 students. Ten reported learning purposes were summarized into three purpose-breadth indicators: task-oriented, language-development-oriented, and authentic/communicative purposes. Descriptive statistics, Spearman’s rank-order correlations, and hierarchical multiple regression analyses were employed. Translation (71.7%) and assignment completion (65.6%) were the most frequently reported purposes, indicating a strong orientation toward immediate academic and language-support needs. Digital-learning frequency was positively associated with English-learning motivation (ρ = .309, p < .001) and self-perceived English proficiency (ρ = .280, p < .001). In the hierarchical regressions, frequency remained a significant predictor of both outcomes. Adding the three purpose-breadth indicators did not significantly improve the motivation model, ΔR² = .037, p = .061, and this result was sensitive to a small number of extreme observations. In contrast, purpose breadth significantly increased the explained variance in self-perceived proficiency, ΔR² = .063, p = .006, with authentic/communicative purpose breadth emerging as the only significant purpose-specific predictor (β = .248, p = .006). These findings suggest that the relevance of digital-learning purposes is outcome-specific: frequency remains important, while authentic and communicative engagement provides additional explanatory value particularly for students’ perceptions of their English proficiency.
Co-Authors Akfan, Sofyan Sukwara Fitriani Fitriani Munirah Munirah Munirah Munirah Natasya Dian Utami Nur Jannah Ryan Purnomo Suherman, La Ode Achmad