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Description
This study explores the impact of engaging with and evaluating the language learning app Mango as students connect SLA theory with practical evaluation of pedagogical tools. University students enrolled in a language acquisition course used the language app for nine weeks.
Abstract section 1: Relevance
Much of the research on digital language learning applications has focused on efficacy (Loewen et al., 2019), autonomy (García Botero et al., 2021), the impact of gamification (Shortt et al., 2023), acceptance (Hwang, 2025), and users’ metacognitive awareness (Kessler, 2023). Less examined has been the integration of language learning apps in the teacher-training process and how such use may inform knowledge of language acquisition theory.
Thus, this study contributes to app research by exploring the impact of engagement with and evaluation of the language learning app Mango on professional development by bridging SLA theory with practical evaluation of pedagogical tools.
Abstract section 2: Contribution/research questions
This research study focused on the experiences of pre-service TESOL professionals enrolled in a language acquisition course while utilizing a commercially available language-learning app. Focus is on examining the following research questions: 1. How do participants perceive the usefulness of the application for language learning, 2. What impact does concurrent enrollment in an SLA course have on their evaluations of the application, and 3. How do participants’ developing teacher identities manifest in their evaluation?
Abstract section 5: References
García Botero, G., Botero Restrepo, M. A., Zhu, C., & Questier, F. (2021). Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference? Computer Assisted Language Learning, 34(8), 1013–1039. https://doi.org/10.1080/09588221.2019.1650780
Hwang, H. (2025). Acceptance and Use of App‐Based Language Learning Among Young Adolescents in a Self‐Directed Context. TESOL Quarterly, 59(4), 2342–2357. https://doi.org/10.1002/tesq.3388
Kessler, M. (2023). Supplementing mobile-assisted language learning with reflective journal writing: A case study of Duolingo users’ metacognitive awareness. Computer Assisted Language Learning, 36(5–6), 1040–1063. https://doi.org/10.1080/09588221.2021.1968914
Loewen, S., Crowther, D., Isbell, D. R. D. R., Kim, K. M. K. M. K. M., Maloney, J., Miller, Z. F. Z. F. Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, (May), 1–19. https://doi.org/10.1017/S0958344019000065
Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO Journal, 34(2), 243–258. https://doi.org/10.1558/cj.27623
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). 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), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Abstract section 4: Outcomes/results
Findings support previous research that identifies concerns raised about language learning apps’ capacities as standalone language-learning solutions. Participants noted difficulties maintaining motivation to study over time, along with a lack of meaningful feedback and opportunities for interaction. However, participants observed that the application is effective in promoting vocabulary acquisition and introducing grammatical structures.
The students further demonstrated application of SLA theory and concepts to their evaluations, and provided evidence of a developing sense of their identities as language teachers through their recognition of affordances of the app in future teaching. Implications for teacher training and professional development are also discussed.
Abstract section 3: Content/method
Twenty-two university students enrolled in a language acquisition course studied German, Russian, Arabic, or Japanese one hour a week using Mango for nine weeks. Participants logged their activities and provided reflective journals at regular intervals, culminating in a focus-group discussion at the end of the course. In addition, app usage data was collected to track engagement over time.
Qualitative content analysis was used to identify common themes and mapped onto Rosell-Aguilar’s (2017) framework for evaluation.
| Title | Bridging SLA Theory and Teacher Identity in App Evaluation |
|---|---|
| Teaching Context | College and university education |