Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal LLT Journal: A Journal on Language and Language Teaching
Neuschafer, Tom
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
DUOLINGO SPANISH USERS: DISCUSSION BOARDS USE OVER TIME Neuschafer, Tom
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5767

Abstract

Spanish is one of the most popular foreign language subjects among learners, as there are currently 142 million users who have used Duolingo to learn Spanish. The Spanish language is projected to see even greater increases in the United States, both academically and demographically. The current research question asks, “How do individual Duolingo Spanish users use discussion boards over time among highly engaged, moderately engaged, and lower engaged users?” This study of Duolingo Spanish users is compared to a previous study about how highly engaged, moderately engaged, and lower engaged Duolingo German users use discussion boards over time. The results of the analysis showed that there were three themes: (1) highly engaged users make comments over a longer period of time over many years and have the highest proficiency in the Spanish language; (2) moderately engaged users make comments over a relatively shorter period of time during the duration of their studies; (3) lower engaged users are more likely to engage in the discussion boards socially about tangential topics over the span of months. The results of this study may inform researchers and educators on how discussion boards may facilitate language learning skills and Spanish knowledge to increase proficiency.
EMPOWERING LANGUAGE LEARNING: THE CRITICAL ROLE OF MODERATORS IN DUOLINGO’S GERMAN DISCUSSION BOARDS Neuschafer, Tom
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.7382

Abstract

Asynchronous discussion boards provide learners with an online platform to collaborate and communicate. This study aims to investigate the pivotal role of moderators in managing and enhancing the dynamics of asynchronous discussion boards in Duolingo’s German language learning environment. There are nearly nine million individuals who use Duolingo to learn German. This study implemented netnography to examine six moderators on Duolingo German language discussion boards. From an initial potential pool of 12 participants, two participants were chosen at random from three levels of engagement: high, moderate, and lower, for a total of six moderators. Moderators who commented at least 150 times were considered highly engaged; those with at least 25 comments were moderately engaged, and those with fewer than 25 comments were lower engaged. Data collection involved analyzing comments posted between 2013 and 2022. The study examined the frequency of comments, number of language badges, German course level, total posts, and years using Duolingo. However, activities occurring ‘behind the scenes,’ such as deleting inappropriate comments and providing feedback to developers, were not analyzed. The analysis covered 26 discussion boards, with five boards per participant, except for one user. Thematic analysis was used to identify patterns in moderator behavior and its impact on learner engagement. This methodology supported the investigation of how Duolingo German moderators oversee asynchronous discussion boards, allowing us to analyze and understand the evolving needs and engagement levels of learners within this online community. The results of the netnography showed that there were three themes. The findings support past research, which suggests the moderator role extends beyond mere oversight, providing management of online discussion boards, contributing significantly to the success of language learning programs, and enhancing the overall learning experience.
Co-Authors