The Continued Exploration in AI for Language Learning

In my second blog about user experience with AI for personalized language learning, I discussed some issues about the feedback or lack thereof that I have received. Since that blog, I have been using Duolingo Max, which I got a free trial for. Since starting this free trial, I have received better feedback and more personalized lessons. For example, I am now able to get explanations for my mistakes, and it explains the grammar rules so I understand not to make them again. In some of my research on using Duolingo, some users expressed frustration with the cost of either Super Duolingo or Duolingo Max (Anderson & Charaf, 2020). If I did not have a free trial, Duolingo would cost around $20 a month, and I am unsure if it would be worth it. While there is more personalization in that I get feedback and can roleplay and practice previous mistakes, $20 a month can be costly, depending on various financial situations. I like using ChatGPT, as I can get more personalization and feedback for free.

As I continued to use ChatGPT, I added a microphone extension. Similarly to role-playing through Duolingo Max, I can decide on a theme, prompt the bot to converse with it, and then receive feedback based on my pronunciation. As of yet, I have not had issues with speech recognition that some articles have discussed their students having experienced (Godwin-Jones, 2024). This could be due to some inherent bias that the machine has for countries that have different accents than North America.

If I compare these two AI-powered tools for personalized language education, I am still unsure which one is more advantageous. On one hand, you have Duolingo, which is more gamified and constantly sends out reminders, so you keep practising (Shortt et al., 2021). On the other hand, you have ChatGPT, where you are more in charge of your learning. Thus, to answer my previous question on how effective either one of these tools is, it depends on what one is looking for.

References

Anderson, P., & Charaf, A. (2020). The reviews of users of the duolingo application: Usability and objectivity in the learning process. International Journal of Research - Granthaalayah. https://doi.org/10.29121/granthaalayah.v8.i9.2020.1326

Godwin-Jones, R. (2024). Distributed agency in second language learning and teaching through generative ai. ArXiv (Cornell University). https://doi.org/10.48550/arxiv.2403.20216

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in mobile-assisted language learning: A systematic review of duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 1–38. https://doi.org/10.1080/09588221.2021.1933540