ТHE BEHAVIOURIST MODEL AND COMMUNICATIVE COMPETENCE IN GAMIFIED LANGUAGE LEARNING
Authors/Creators
Description
The study examines the discrepancy between the quantitative indicators of the spread of gamified applications for foreign language learning and their pedagogical effectiveness with regard to productive types of speech activity. The empirical base comprised statistical data from the Duolingo platform for 2025-2026, two systematic reviews, three meta-analyses for the period 2014-2023, and a series of experimental studies with samples ranging from 30 to 5071 participants. A comparative analysis showed that structural gamification produces a stable positive effect on vocabulary acquisition and user engagement, but is not statistically significant with respect to L2 reading self-efficacy and has not been evaluated in relation to spontaneous oral speech. The discrepancy is interpreted as a structural consequence of the beh
Files
729-733.pdf
Additional details
References
- 1.Duolingo Statistics 2026: Users, Revenue & Engagement // SQ Magazine. – 2026.
- 2.Exploring the Potential of Gamified Reading: The Effects of Duolingo on L2 Reading, Self-Efficacy, and Learner Experiences in a Chinese University EFL Context // PMC. – 2025.
- 3.Hamari J., Koivisto J., Sarsa H. Does Gamification Work? A Literature Review of Empirical Studies on Gamification // Proceedings of the 47th Hawaii International Conference on System Sciences. – 2014. – P. 3025-3034.
- 4.Krashen S. Does Duolingo "Trump" University-Level Language Learning? // International Journal of Foreign Language Teaching. – 2014.
- 5.Li M., Ma S., Shi Y. Examining the Effectiveness of Gamification as a Tool Promoting Teaching and Learning in Educational Settings: A Meta-analysis // Frontiers in Psychology. – 2023. – Vol. 14.