Abstract

The research study explored online language learners’ self-directed language learning (SDLL) experiences, benefits, motivations, and challenges when employing educational tools like Duolingo in an out of classroom context. To gain insights into SDLL, in-depth and semi-structured interviews with 10 Duolingo users were conducted. Study results indicated that learners manage various human and material learning resources in complementary ways to accomplish their language learning goals. Importantly, Duolingo learners self-monitor their learning process through feelings of knowing, content evaluation, and judgments of the adequacy of information and resources available. In addition, the study found that Duolingo learners highly rely on the features of learning technology to track, monitor, and reinforce their learning. Additionally, learners in this study were mostly driven by intrinsic needs and interests, such as culture, travel, and brain training, rather than obtaining certificates, scores, or grades. While most existing studies on self-directed language learning (SDLL) with technology have been conducted in a formal learning context, the results of this study provide some insights into SDLL independent of formal school contexts.

摘要

该研究探索了在线语言学习者在课堂外使用 Duolingo 等教育工具时的自主语言学习 (SDLL) 体验、好处、动机和挑战。为了深入了解 SDLL，我们对 10 名 Duolingo 用户进行了深入的半结构化访谈。研究结果表明，学习者以互补的方式管理各种人力和物质学习资源，以实现他们的语言学习目标。重要的是，Duolingo 学习者通过了解的感觉、内容评估以及对可用信息和资源的充分性的判断来自我监控他们的学习过程。此外，研究发现 Duolingo 学习者高度依赖学习技术的特性来跟踪、监控和加强他们的学习。此外，本研究中的学习者主要受内在需求和兴趣驱动，例如文化、旅行和大脑训练，而不是获得证书、分数或成绩。虽然大多数关于使用技术的自主语言学习 (SDLL) 的现有研究都是在正式学习环境中进行的，但本研究的结果提供了一些独立于正式学校环境的 SDLL 的见解。