language learning case study

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Mobile-assisted language learning: a duolingo case study.

Published online by Cambridge University Press:  28 May 2019

The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.

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• Volume 31, Issue 3
• Shawn Loewen (a1) , Dustin Crowther (a2) , Daniel R. Isbell (a3) , Kathy Minhye Kim (a4) , Jeffrey Maloney (a5) , Zachary F. Miller (a6) and Hima Rawal (a7)
• DOI: https://doi.org/10.1017/S0958344019000065

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Case Study Research on Language Learning and Use

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In an era dominated by big data and technological advancements that enable researchers to mine, organize, quantify, track, share, analyze, and visually display millions of data points with great efficiency and speed, case study or small-N research might seem rather quaint--a throwback to simpler, less complicated times perhaps, when researchers could focus on the here and now: readily observable, accessible, multidimensional individuals, events, and sites, 1 often in researchers' immediate environments. Yet case study continues to be widely used in research in the health sciences, social sciences, and humanities despite the obvious advances being made with other methods and tools of inquiry and on a much larger scale. 2 The study of individual cases is also a powerful and pervasive educational and clinical tool in many disciplines and professions.

Case studies in applied linguistics have contributed substantially to theories and models in such areas as language development, learner motivation and identity, teacher cognition and development, language attrition and shift, acculturation and socialization, and familial or workplace multilingualism and pragmatics (see, e.g., Casanave, 2010; Duff, 2008a, 2012a, 2012b; Harklau, 2008; K. Richards, 2011; other topics are reviewed in the following sections). In addition to contributing to theory, findings from such studies have often influenced educational policies and practices. They have helped practitioners and stakeholders better understand the experiences and issues affecting people in various socioeducational and linguistic settings. This attention to individual cases has thus raised awareness of the complexities associated with multilingualism and language teaching, learning, and use internationally, particularly in increasingly mobile, transnational, and multilingual societies impacted by globalization (e.g., cases in Benson & Cooker, 2013).

In this review article, I briefly describe the history, significance, contributions, and recent advances being made in case study research in applied linguistics. After providing a methodological overview in the first part of the article, I present examples of interpretive qualitative case studies of additional-language learners and users in four thematic areas.

FOUNDATIONS OF CASE STUDIES OF LANGUAGE LEARNING AND USE

Case study, as a research approach or strategy, has its origins in sociology, psychology, linguistics, and other subject areas that have informed theory, methodology, and practice in our field since its earliest days (see Duff, 2008a). Whereas case studies in psychology...

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Digital Games in Language Learning

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This edited volume provides a comprehensive overview of contemporary research into the application of digital games in second and foreign language teaching and learning.

As the use of digital games in foreign language education continues to expand, there is a need for publications that provide a window into recent innovations in this increasingly influential area of language education. This volume is wide ranging in scope incorporating both theory and practice and includes contributions from authorities in the field. Areas covered include research reviews and a range of case studies conducted in a variety of international contexts.

This volume represents an essential guide to developments in this field and will have wide appeal to students, language educators, game and instructional designers.

TABLE OF CONTENTS

Chapter 1 | 13  pages, digital games and foreign language learning, chapter 2 | 21  pages, a systematic review of theory-informed design and implementation of digital game-based language learning, chapter 3 | 17  pages, use of digital game creation tools in computer assisted language learning, chapter 4 | 22  pages, a methodological framework for analyzing the language in digital games, chapter 5 | 19  pages, direct qualitative assessment of language learning outcomes in digital game-based interaction, chapter 6 | 16  pages, let's play videos and l2 academic vocabulary, chapter 7 | 27  pages, exploring esl students' perceived engagement in and experience of content vocabulary learning through virtual reality games, chapter 8 | 22  pages, becoming a resourceful language learner in a narrative-driven participatory game, chapter 9 | 25  pages, interaction games to boost intercultural communication in virtual worlds and video-communication.

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Enhancing Critical Thinking Skills with AI-Assisted Writing

• Arslan Hussain
• July 31, 2024

Table of Contents

Artificial Intelligence (AI) is revolutionizing education by providing tools that enhance learning and critical thinking. AI-assisted writing tools, in particular, are transforming how students develop and refine their critical thinking skills. This article explores how AI can bolster critical thinking through enhanced writing support and feedback.

The Role of AI in Writing

AI-assisted writing tools provide real-time feedback and suggestions that help students improve their writing. These tools analyze text for grammar, style, and coherence, offering insights that encourage students to think critically about their work. By prompting students to consider different perspectives and improve clarity, AI tools foster a deeper engagement with the writing process.

Case Study: Grammarly

Grammarly is a widely-used AI writing tool that helps students enhance their writing skills. By highlighting errors and suggesting improvements, Grammarly encourages students to critically evaluate their work. This constant feedback loop helps students understand the importance of word choice, sentence structure, and overall coherence, which are essential components of critical thinking.

Encouraging Deep Analysis

AI writing tools can also assist in developing analytical skills by prompting students to delve deeper into their topics. For example, when using an essay writing service free tool, students receive guidance on how to structure their essays logically. These tools can suggest ways to expand arguments, provide counterpoints, and support claims with evidence, encouraging a thorough analysis of the subject matter.

Case Study: Hemingway Editor

The Hemingway Editor is another AI tool that aids in enhancing critical thinking. It highlights complex sentences, passive voice, and adverbs, pushing students to simplify their writing and make it more direct. By doing so, it encourages students to think critically about the clarity and impact of their words, leading to more precise and effective communication.

Fostering Creativity and Originality

While some may argue that AI tools could stifle creativity, they can actually encourage originality by providing a foundation for students to build upon. AI tools can generate ideas, suggest new approaches, and inspire students to explore different angles. By taking care of the technical aspects of writing, these tools free up mental space for students to focus on developing their unique voice and creative ideas.

Case Study: Sudowrite

Sudowrite is an AI tool designed to spark creativity and help writers overcome blocks. It provides suggestions for expanding on ideas, introducing new plot twists, or developing characters in creative writing. For academic writing, it can help students brainstorm different perspectives and explore new lines of reasoning, thus enhancing their critical thinking skills.

Enhancing Research Skills

AI tools can also aid in the research process, which is a crucial component of critical thinking. By suggesting relevant sources and organizing research material, AI can help students develop a more nuanced understanding of their topics. This structured approach to research promotes critical analysis and synthesis of information.

Case Study: Research Rabbit

Research Rabbit is an AI tool that helps students find and organize research materials. It suggests relevant articles, helps manage citations, and offers insights into how different sources connect. This assists students in building comprehensive and well-supported arguments, enhancing their ability to think critically about their research topics.

Challenges and Considerations

While AI writing tools offer numerous benefits, it is important to use them ethically and thoughtfully. Over-reliance on AI can lead to a lack of development in independent critical thinking skills. Therefore, educators must guide students in using these tools as supplements to, rather than replacements for, traditional writing and critical thinking exercises.

AI-assisted writing tools are powerful aids in developing critical thinking skills. By providing real-time feedback, encouraging deep analysis, fostering creativity, and enhancing research skills, these tools help students engage more deeply with their writing. As long as they are used thoughtfully and ethically, AI tools can be invaluable in nurturing the critical thinkers of tomorrow.

Arslan Hussain, founder of The Different Languages, is an experienced translator passionate about languages and cultures. Through his website, he shares his knowledge and love for different languages, making learning accessible and enjoyable.

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Electrical Engineering and Systems Science > Systems and Control

Title: large language model (llm)-enabled in-context learning for wireless network optimization: a case study of power control.

Abstract: Large language model (LLM) has recently been considered a promising technique for many fields. This work explores LLM-based wireless network optimization via in-context learning. To showcase the potential of LLM technologies, we consider the base station (BS) power control as a case study, a fundamental but crucial technique that is widely investigated in wireless networks. Different from existing machine learning (ML) methods, our proposed in-context learning algorithm relies on LLM's inference capabilities. It avoids the complexity of tedious model training and hyper-parameter fine-tuning, which is a well-known bottleneck of many ML algorithms. Specifically, the proposed algorithm first describes the target task via formatted natural language, and then designs the in-context learning framework and demonstration examples. After that, it considers two cases, namely discrete-state and continuous-state problems, and proposes state-based and ranking-based methods to select appropriate examples for these two cases, respectively. Finally, the simulations demonstrate that the proposed algorithm can achieve comparable performance as conventional deep reinforcement learning (DRL) techniques without dedicated model training or fine-tuning. Such an efficient and low-complexity approach has great potential for future wireless network optimization.

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Upadacitinib Effective for Rare Granulomatous Disorder in Case Series

Edited by Manasi Talwadekar

August 02, 2024

Upadacitinib, an oral Janus kinase (JAK) 1 inhibitor, showed an 80% complete response rate in patients with granulomatous cheilitis, with no serious adverse events, in a small retrospective case series.

METHODOLOGY:

• Granulomatous cheilitis is a rare, non-necrotizing granulomatous inflammatory disorder characterized by intermittent or persistent swelling of the lips.
• In a retrospective case series of five patients (median age, 30 years; four women) with granulomatous cheilitis resistant to systemic treatments at a Belgian hospital between June 2023 and March 2024, all five were treated with a high dose of upadacitinib (30 mg daily).
• The primary endpoint was objective clinical improvement in lip swelling and infiltration over a median follow-up of 7.2 months.
• Three patients had concomitant dormant Crohn's disease (CD); a secondary outcome was disease activity in these patients.
• Upadacitinib treatment resulted in a complete response in four patients (80%) within a median of 3.8 months and a partial response in one patient.
• CD remained dormant in the three patients with CD.
• The safety profile of upadacitinib was favorable, and no serious adverse events were reported. Two patients experienced headaches, acne, mild changes in lipids, and/or transaminitis.

IN PRACTICE:

"Upadacitinib was effective in treating patients with recalcitrant and long-lasting granulomatous cheilitis, even in cases of concomitant CD, which could substantially improve the quality of life of affected patients," the authors wrote. More studies are needed to confirm these results in larger groups of patients over longer periods of time, "and with other JAK inhibitors," they noted.

The study was led by Axel De Greef, MD, Department of Dermatology, Cliniques universitaires Saint-Luc, Université catholique de Louvain (UCLouvain), Brussels, Belgium. It was published online on July 31, 2024, in JAMA Dermatology .

LIMITATIONS:

The small sample size and short follow-up may limit the generalizability of the findings to a larger population of patients with granulomatous cheilitis.

DISCLOSURES:

The study did not report any funding sources. Some authors reported receiving nonfinancial support and personal fees from various pharmaceutical companies outside the submitted work.

This article was created using several editorial tools, including AI, as part of the process. Human editors reviewed this content before publication.

Send comments and news tips to [email protected] .

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