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All Journal Indonesian Journal of Applied Linguistics (IJAL) LLT Journal: A Journal on Language and Language Teaching Studies in English Language and Education
Lo, Yueh Yea
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Studies in English Language and Education

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Thai EFL university students views on the effectiveness of Duolingo for enhancing listening and speaking skills Lo, Yueh Yea; Shah, Shanina Sharatol Ahmad; Hasim, Zuwati; Senom, Fatiha; Saad, Mohd Rashid Mohd; Thienpermpool, Pateera
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.40517

Abstract

The current study aims to assess 150 Thai English as a Foreign Language (EFL) first-year university students perspectives on the efficacies of Duolingo, a popular mobile language application in improving English listening and speaking skills. Given the growing importance of mobile-assisted language learning (MALL) in enhancing language proficiency, this study investigates Duolingos potential to address the common challenges faced by EFL learners in developing these essential skills. The data were collected using a quantitative method, namely a structured questionnaire, to record participants attitudes towards Duolingo and corresponding experiences. Simultaneously, Gibson and Browns (2009) thematic technique was employed to analyse the open-ended responses. The results show that a high Duolingo usage level was discovered at 32.0% daily usage and 42.0% several times weekly, which underscored Duolingo integration into linguistic learning journeys. The participants also pinpointed crucial benefits, such as affordability, structured learning, convenience, diverse content, interactivity, audio exercises, and adaptive technologies. Nevertheless, 26.0% of the students described several limitations, including audio quality discrepancies, insufficient real-life conversational practices, and limited topic coverage. Furthermore, a significant gender distribution was demonstrated, with 70.7% females and 29.3% males. The findings posit that female students tended to or possessed higher accessibility to language learning technologies, including Duolingo. The findings reflect broader societal factors impacting educational preferences and opportunities. The study outcomes also contributed to educators and developers to improve digital tools for diverse language learning requirements.
Experiences of ESL students and instructors using Grammarly in academic writing Lo, Yueh Yea
Studies in English Language and Education Vol 12, No 3 (2025): In Progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40518

Abstract

Incorporating artificial intelligence writing assistants (AIWAs) into academic writing provides opportunities to improve higher educational formative assessment. The current study seeks to examine the effectiveness of Grammarly, an AI writing assistant (AIWA), in providing instantaneous and personalised feedback to English as a Second Language (ESL) graduate students. The data were collected through semi-structured interviews and focus group discussions with 30 graduate students and five writing instructors with more than three years of teaching experience in graduate writing at a Malaysian public university. The results demonstrated that Grammarly enhanced student motivation, engagement, and writing proficiency through constant and detailed feedback compared to conventional approaches with time constraints and high subjectivity. However, the findings also highlighted limitations in the variety of feedback provided by Grammarly particularly in addressing nuanced academic writing needs and tailoring suggestions for complex content. Furthermore, Grammarly could support self-regulated learning while decreasing writing anxiety. This finding contributes to the ongoing discourse on AI incorporation in education and employing a balanced method in incorporating AI feedback with human oversights. This limitation underscores the importance of using Grammarly as a complementary tool rather than a standalone solution. Summarily, incorporating AIWAs responsibly can assist in providing a more conducive learning context for students future academic and professional endeavours.
Co-Authors Hamdan, Norhaiza Hasim, Zuwati Juliana Othman, Juliana Lim, Jia Wei Saad, Mohd Rashid Mohd Senom, Fatiha Shah, Shanina Sharatol Ahmad Thienpermpool, Pateera