Impacts of Interactive Mobile-Based Multimedia on Iraqi EFL Learners’ Vocabulary and Grammar Learning

Technological advancements have been one of the major influences on language instruction and learning in recent decades. Interactive mobile multimedia constitutes one category of these advancements that takes the form of interactive mobile applications and engages learners in learning tasks beyond academic settings. This study scrutinized the extent to which Duolingo mobile application influenced Iraqi EFL learners’ vocabulary and grammar learning. In addition, it endeavored to determine these learners’ perspectives on this language-learning application. Accordingly, the researchers used a mixed-methods approach. To this end, in the quantitative phase, they used convenience sampling to select ۵۰ intermediate-level Iraqi EFL learners at a university as participants. Moreover, they utilized vocabulary and grammar pretests and posttests to determine the efficacy of Duolingo-based treatment sessions. In addition, the researchers provided the experimental group with Duolingo-based treatment in ۱۶ sessions in two months. More specifically, in this group, they asked the learners to do the vocabulary and grammar exercises provided by this application and to share their answers with the researchers and the other learners. Additionally, they conducted interviews with a number of the learners who had received the relevant treatment to determine their perspectives on this application. The results showed that Duolingo-based teaching significantly benefited the participants’ acquisition of vocabulary items and the grammatical structures of the target language. Moreover, learners had favorable views on this application’s efficacy and considered it as a viable language-learning instrument. The study discusses implications of these results for Iraqi teacher education courses, syllabus designers, and language teachers.

کلیدواژه ها:

Duolingo ، Grammar ، Interactive Mobile Multimedia ، Iraqi EFL Learners ، Vocabulary