Ali, A. (2022). Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety. CDELT Occasional Papers in the Development of English Education, 78(1), 241-296. doi: 10.21608/opde.2022.249943
Amira Desouky Ali. "Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety". CDELT Occasional Papers in the Development of English Education, 78, 1, 2022, 241-296. doi: 10.21608/opde.2022.249943
Ali, A. (2022). 'Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety', CDELT Occasional Papers in the Development of English Education, 78(1), pp. 241-296. doi: 10.21608/opde.2022.249943
Ali, A. Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety. CDELT Occasional Papers in the Development of English Education, 2022; 78(1): 241-296. doi: 10.21608/opde.2022.249943
Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety
The present study investigated the effect of utilizing Duolingo, a MALL (Mobile-Assisted Language Learning) gamified application, on Egyptian second year preparatory school students’ EFL speaking skills. The study also explored the impact of Duolingo on boosting foreign language enjoyment and alleviating speaking anxiety. The study examined the correlation between speaking, foreign language enjoyment, and speaking anxiety. To participate in the study, 60 EFL students from a preparatory female school were randomly assigned into two groups of 30 each: one experimental and one control. A speaking test and a questionnaire were administered as part of the mixed-methods study. The post-test results demonstrated a statistically significant difference in the mean scores of the overall speaking competence and five sub-skills between the experimental and control groups in favor of the experimental group. In the post-administration of the questionnaire, there was a statistically significant difference between the mean scores of the two groups in language enjoyment, favoring the experimental group. The results also indicated that the participants in the control group were more anxious than their counterparts in the experimental group. Moreover, there was a negative correlation between speaking anxiety and enjoyment, a positive correlation between speaking performance and enjoyment, and a strong negative correlation between speaking anxiety and speaking. According to qualitative data from open-ended questions in the questionnaire and interviews, the experimental group perceived Duolingo favorably in terms of reducing speaking anxiety, enhancing foreign learning enjoyment, and developing their speaking skills. The current study provided implications and recommendations for future research.
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