Online Learning through Duolingo Stories: An Examination of Literacy Development
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| Title: | Online Learning through Duolingo Stories: An Examination of Literacy Development |
|---|---|
| Language: | English |
| Authors: | Tom Neuschafer |
| Source: | Journal of Educators Online. 2025 22(3). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Electronic Learning, Second Language Learning, Reading Aloud to Others, Story Telling, Suprasegmentals, German, Articulation (Speech), Literacy, Eye Movements, Nonverbal Communication |
| ISSN: | 1547-500X |
| Abstract: | Read-aloud stories can improve reading comprehension through exposure to literature beyond one's current reading level, leading to increased independent reading among users. In an era of online learning, online platforms offer opportunities for learners to engage with authentic language materials and provide interactive learning experiences. Duolingo Stories provides users with an interactive way to learn foreign language materials that may be important for exposure to elements of discourse-level pronunciation, such as prosody, stress, and intonation. Students learning a new language other than English need reading reinforcement that involves learning stress and prosody (rhythm or intonation) of certain words. In support of language development through read-alouds, this paper examines five Duolingo Stories for learning German in the context of language learning. I analyzed how exercises in enunciation and character voices were portrayed in stories throughout the Duolingo German language learning course. This paper focuses on key components of literacy development supported in the Duolingo stories, including (a) enunciation, character voices, and sound effects; (b) pitch and volume; (c) pacing; and (d) eye contact and facial expressions. It explains how Duolingo Stories provides many quality opportunities for users to improve their overall pronunciation. However, more research may be needed to examine whether features such as character animation may further improve eye contact and facial expression elements to increase language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473941 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Online Learning through Duolingo Stories: An Examination of Literacy Development – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tom+Neuschafer%22">Tom Neuschafer</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educators+Online%22"><i>Journal of Educators Online</i></searchLink>. 2025 22(3). – Name: Avail Label: Availability Group: Avail Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 8 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Suprasegmentals%22">Suprasegmentals</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Articulation+%28Speech%29%22">Articulation (Speech)</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1547-500X – Name: Abstract Label: Abstract Group: Ab Data: Read-aloud stories can improve reading comprehension through exposure to literature beyond one's current reading level, leading to increased independent reading among users. In an era of online learning, online platforms offer opportunities for learners to engage with authentic language materials and provide interactive learning experiences. Duolingo Stories provides users with an interactive way to learn foreign language materials that may be important for exposure to elements of discourse-level pronunciation, such as prosody, stress, and intonation. Students learning a new language other than English need reading reinforcement that involves learning stress and prosody (rhythm or intonation) of certain words. In support of language development through read-alouds, this paper examines five Duolingo Stories for learning German in the context of language learning. I analyzed how exercises in enunciation and character voices were portrayed in stories throughout the Duolingo German language learning course. This paper focuses on key components of literacy development supported in the Duolingo stories, including (a) enunciation, character voices, and sound effects; (b) pitch and volume; (c) pacing; and (d) eye contact and facial expressions. It explains how Duolingo Stories provides many quality opportunities for users to improve their overall pronunciation. However, more research may be needed to examine whether features such as character animation may further improve eye contact and facial expression elements to increase language learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1473941 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 8 Subjects: – SubjectFull: Electronic Learning Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Reading Aloud to Others Type: general – SubjectFull: Story Telling Type: general – SubjectFull: Suprasegmentals Type: general – SubjectFull: German Type: general – SubjectFull: Articulation (Speech) Type: general – SubjectFull: Literacy Type: general – SubjectFull: Eye Movements Type: general – SubjectFull: Nonverbal Communication Type: general Titles: – TitleFull: Online Learning through Duolingo Stories: An Examination of Literacy Development Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tom Neuschafer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1547-500X Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educators Online Type: main |
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