The effectiveness of app-based and classroom-based instruction on L2 learning and motivation

Abstract

Language learners around the world are increasingly using applications (apps) to learn second/foreign languages (L2). However, research on the effectiveness of these apps for developing general language proficiency, particularly compared to classroom-based instruction, is still limited. This study examined the L2-English proficiency and lexical development of 337 L1-Spanish learners enrolled in either app-based (Duolingo) or classroom-based instruction over a 16-week period. Using a pretest-posttest design, participants completed a background and motivation questionnaire, a general L2-English proficiency test, and two vocabulary tests tapping into receptive and productive knowledge. Results showed that both modes of instruction led to significant language gains. Duolingo learners outperformed classroom learners on measures of general L2 proficiency and receptive vocabulary, while classroom learners showed significantly greater improvement in listening skills. Gains in productive vocabulary knowledge were comparable across both groups. Participants in both groups also reported generally high levels of L2 motivation throughout the study, with Duolingo learners indicating slightly higher levels of interest in the course. Overall, these findings suggest that app-based learning can support certain aspects of L2 development, particularly receptive grammar and vocabulary knowledge, while classroom-based instruction is more beneficial for developing listening skills.