The usage of Duolingo when teaching English vocabulary to fifth-gradetudents at Unidad Educativa Rumiñahui
DOI:
https://doi.org/10.62452/tpsvyg17Palavras-chave:
English vocabulary, usage, teachingResumo
Learning English can be challenging for students in rural areas due to limited access to educational resources. Technology has emerged as a solution to this problem, providing students with easy access to English language learning tools such as Duolingo, which can be downloaded on any device. This app can help students improve their English vocabulary and overall learning process. The aim of this study is to explore how useful Duolingo is in teaching English vocabulary as a foreign language to fifth-grade students at Unidad Educativa ‘‘Rumiñahui’’. An explanatory mixed method design was established by using a pre-test vocabulary and a structured interview with a convenience sample of learners based on their availability. Furthermore, the results obtained from the interviews were assembled using triangulation and discourse analysis, and then combined with the data gathered through the pre-test since this instrument greatly helped to classify the most relevant information for each aspect, as noted by Sayago (2014). Indeed, the data collected has been evidently positive since learners showed how practical and beneficial would the idea to use Duolingo be when they learn English.
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