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All Journal GENFABET: Jurnal Pendidikan Dasar DUTIES: Education and Humanities International Journal
Silvia Catalan Ambag
Lyceum of the Philippines University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparing Learners’ Perceptions of Learning English via Duolingo and BBC Learning English Platforms Ratna Widya Iswara; Silvia Catalan Ambag
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.240

Abstract

This study explores EFL learners’ perceptions of two widely used digital language learning platforms: Duolingo and BBC Learning English. Drawing on the Technology Acceptance Model (TAM), the research investigates how learners evaluate the platforms in terms of effectiveness, engagement, and usability, as well as their perceived strengths and limitations in developing specific English language skills. Using a qualitative descriptive design, data were collected through semi-structured interviews with ten EFL learners who had experience using both platforms. Thematic analysis revealed that Duolingo was favored for vocabulary and grammar practice due to its gamified and user-friendly design, while BBC Learning English was perceived as more effective for listening comprehension and exposure to authentic language. Learners reported using both platforms strategically, depending on their individual learning goals. The findings highlight the complementary nature of these tools and the importance of aligning digital resources with learners’ preferences and skill development needs. This study contributes to the growing body of research on educational technology in language learning and offers practical implications for educators and developers.
Mathematics Learning Motivation and Negative Academic Emotions in Elementary School: A Multivariate Examination of Grade-Level, Age, and Gender Differences Astrid Novriwidiyanti; Rosi Hasanah Putri; Silvia Catalan Ambag
GENFABET: Generasi Pendidikan Dasar Vol. 3 No. 1 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v3i1.438

Abstract

This study aimed to examine whether mathematics learning motivation and negative academic emotions differ simultaneously according to grade level, age, and gender among elementary school students. A quantitative cross-sectional comparative survey design was employed involving 260 students in Grades 3–5 from elementary schools in Cirebon Regency, Indonesia, selected through purposive sampling. Data were collected using two self-report questionnaires measuring mathematics learning motivation and negative academic emotions on five-point Likert scales. Instrument measurement properties were evaluated using SmartPLS 3, while descriptive statistics and Multivariate Analysis of Variance (MANOVA) were performed using IBM SPSS, with Pillai’s Trace used as the principal multivariate statistic. The findings revealed significant multivariate differences in the combined outcomes according to grade level (p < .001) and age (p = .015), whereas gender differences were not significant (p = .474). Follow-up analyses showed that these differences were attributable primarily to negative academic emotions, which differed significantly across grade levels (p < .001) and age groups (p = .003), while mathematics learning motivation remained relatively stable. Neither motivation nor negative academic emotions differed significantly by gender. The study concludes that negative academic emotional experiences were more differentiated by grade level and age than overall mathematics learning motivation. The study contributes multivariate evidence from the Indonesian elementary education context by examining motivation and negative academic emotions concurrently, highlighting the relevance of students’ emotional experiences alongside motivation in mathematics learning.
Co-Authors Astrid Novriwidiyanti Ratna Widya Iswara Rosi Hasanah Putri