Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk
Over the past decade, mobile-assisted language learning technologies, such as smartphone applications, have become increasingly prominent in language learning; however, empirical research on how the use of mobile apps can influence students’ willingness to communicate (WTC) is scarce. This study ass...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-02-01
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| Series: | Journal of China Computer-Assisted Language Learning |
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| Online Access: | https://doi.org/10.1515/jccall-2023-0027 |
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| author | Zhao Dan Jablonkai Reka R. Sandoval-Hernandez Andres |
| author_facet | Zhao Dan Jablonkai Reka R. Sandoval-Hernandez Andres |
| author_sort | Zhao Dan |
| collection | DOAJ |
| description | Over the past decade, mobile-assisted language learning technologies, such as smartphone applications, have become increasingly prominent in language learning; however, empirical research on how the use of mobile apps can influence students’ willingness to communicate (WTC) is scarce. This study assessed two mobile apps with distinct language learning approaches: Duolingo, grounded in grammar-translation and behaviourist principles, and HelloTalk, based on social constructivist theory and communicative language learning. The research examined the impact of these apps on Chinese students’ WTC in the UK. A mixed-methods approach, including a quasi-experimental design, was adopted, involving 67 International Foundation Year Chinese students from a Confucius Heritage Culture background. The participants were randomly assigned to two experimental groups (Duolingo, N = 33; HelloTalk, N = 34) and used one app for five weeks. Quantitative data were collected through pre- and post-treatment using a WTC scale and an English media usage frequency questionnaire. Qualitative data were obtained through semi-structured interviews. Results indicated that both apps enhanced WTC, with Duolingo exhibiting a slightly stronger effect. Participants displayed greater WTC with emotionally and socially connected individuals, while WTC with strangers remained lowest. Factors such as usage time, communication goals, and frequency of use influenced participants’ WTC with various groups of people. |
| format | Article |
| id | doaj-art-289e43e2ad9a442c8dee3e71c8556192 |
| institution | Kabale University |
| issn | 2748-3479 |
| language | English |
| publishDate | 2024-02-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Journal of China Computer-Assisted Language Learning |
| spelling | doaj-art-289e43e2ad9a442c8dee3e71c85561922025-01-20T11:08:49ZengDe GruyterJournal of China Computer-Assisted Language Learning2748-34792024-02-0141427310.1515/jccall-2023-0027Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalkZhao Dan0Jablonkai Reka R.1Sandoval-Hernandez Andres2Department of Education, University of Bath, Bath, UKDepartment of Education, University of Bath, Bath, UKDepartment of Education, University of Bath, Bath, UKOver the past decade, mobile-assisted language learning technologies, such as smartphone applications, have become increasingly prominent in language learning; however, empirical research on how the use of mobile apps can influence students’ willingness to communicate (WTC) is scarce. This study assessed two mobile apps with distinct language learning approaches: Duolingo, grounded in grammar-translation and behaviourist principles, and HelloTalk, based on social constructivist theory and communicative language learning. The research examined the impact of these apps on Chinese students’ WTC in the UK. A mixed-methods approach, including a quasi-experimental design, was adopted, involving 67 International Foundation Year Chinese students from a Confucius Heritage Culture background. The participants were randomly assigned to two experimental groups (Duolingo, N = 33; HelloTalk, N = 34) and used one app for five weeks. Quantitative data were collected through pre- and post-treatment using a WTC scale and an English media usage frequency questionnaire. Qualitative data were obtained through semi-structured interviews. Results indicated that both apps enhanced WTC, with Duolingo exhibiting a slightly stronger effect. Participants displayed greater WTC with emotionally and socially connected individuals, while WTC with strangers remained lowest. Factors such as usage time, communication goals, and frequency of use influenced participants’ WTC with various groups of people.https://doi.org/10.1515/jccall-2023-0027mobile-assisted language learningduolingohellotalkchinese international studentswillingness to communicate |
| spellingShingle | Zhao Dan Jablonkai Reka R. Sandoval-Hernandez Andres Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk Journal of China Computer-Assisted Language Learning mobile-assisted language learning duolingo hellotalk chinese international students willingness to communicate |
| title | Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk |
| title_full | Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk |
| title_fullStr | Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk |
| title_full_unstemmed | Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk |
| title_short | Enhancing willingness to communicate in English among Chinese students in the UK: the impact of MALL with Duolingo and HelloTalk |
| title_sort | enhancing willingness to communicate in english among chinese students in the uk the impact of mall with duolingo and hellotalk |
| topic | mobile-assisted language learning duolingo hellotalk chinese international students willingness to communicate |
| url | https://doi.org/10.1515/jccall-2023-0027 |
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