Affiliation:
1. East Carolina University
2. Northern Arizona University
Abstract
Abstract
Instructed second language (L2) research has frequently addressed the effects of spacing, or, alternatively, the
distribution of practice effects. The present study addresses Rogers and Cheung’s
(2021) concerns about the ecological validity of such work via a natural experiment (Craig et al., 2017). Learners’ self-determined exposure and in-app behavior were examined in relation to
language gains over time. Duolingo learners of Spanish or French (N = 287) completed a background questionnaire,
scales measuring L2 motivation and grit, and two tests of L2 proficiency before and after a six-month period of user-controlled
app usage. Total minutes of app exposure exhibited a correlation with written but not oral proficiency gains. More dependable
correlates of gains were frequency- and curriculum-oriented measures. Additionally, L2 grit and motivation were weakly to
moderately correlated with several in-app behaviors. We conclude with implications for how apps can best be leveraged to produce
L2 gains.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Education,Language and Linguistics