Graduation Year
2026
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
World Languages
Major Professor
Matt Kessler, Ph.D.
Committee Member
Cindy Blanco, Ph.D.
Committee Member
Katherine Yaw, Ph.D.
Keywords
Mobile-Assisted Language Learning, Second Language Acquisition, User Experience(UX), Metacognition, Motivation
Abstract
Mobile-Assisted Language Learning (MALL) has proliferated due to rapid technological advancements, enabling language learning anytime, anywhere. Among these technologies, commercial applications such as Duolingo have achieved global popularity across diverse age groups. Despite this, research examining efficacy and User Experience (UX) has predominantly focused on undergraduate populations or formal educational settings. While a limited number of studies have explored populations outside university contexts (e.g., Puebla et al., 2022; Rosell-Aguilar, 2018), there remains a scarcity of research regarding the MALL experiences of older adults (aged 60 and above) in informal settings.
Taking a concurrent mixed-methods approach with an emphasis on qualitative data, this study investigated the self-directed language learning experiences of older adults using Duolingo. Grounded in Garrison’s (1997) Self-Directed Learning (SDL) model, the research explored the interplay of three core constructs: UX, motivation, and metacognition. Specifically, this study addressed three research questions (RQs) regarding (RQ1) the nature of older adults’ UX (e.g., attitudes), (RQ2) their self-monitoring practices, and (RQ3) their motivational factors. The participants (N = 15) were adults aged 60 to 83 from various countries who were already engaged with the platform. Over a 10-week period, data were collected through pre- and post-questionnaires, activity tracking via Duolingo for Schools, reflective learning journals, and semi-structured interviews with selected participants (n = 6).
Regarding RQ1, quantitative analysis indicated that participants maintained generally positive and stable attitudes toward Duolingo throughout the study. However, qualitative analysis revealed that while participants are generally satisfied with the app, there have also been some persistent issues and challenges regarding engagement, with some major perceived drawbacks. For RQ2, findings revealed that older adults demonstrated high metacognitive awareness with their own learning process and use of various types of learning strategies for navigating self-directed learning with technology. For RQ3, quantitative analysis revealed that participants had high and stable motivational states throughout the research period. Regarding this, qualitative analysis revealed that various entering motivational factors were mostly intrinsic, while task motivational factors varied. Combined, these findings offer an overview of older adults’ informal language learning with commercial language learning apps and contribute to a more nuanced understanding of how commercial apps can support lifelong learning among the older adult population.
In closing, I expound on the implications of this dissertation’s findings, and I address their significance and potential to influence the MALL companies and research in the field of MALL, and, broadly, in second language acquisition. Finally, I discuss the limitations of the current study with recommendations and directions for future investigations.
Scholar Commons Citation
Kim, Jihye, "MALL for lifelong learning: Older adults’ self-directed language learning via Duolingo" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11324
