Mobile learning as a support to learn English during the social lockdown

Abstract

The main purpose of this investigation was to transform the teaching of English in high school by incorporating mobile learning as a complementary strategy to foster students’ autonomy. A qualitative approach was used through an actionresearch design, collecting information through participant observation, documentary analysis, and focus groups. Findings revealed the way learner’s linguistic knowledge was significantly enhanced since they responded favorably to the Duolingo application; specifically, pupils ameliorated their listening comprehension, vocabulary acquisition, understanding of topics, and exam scores. Additionally, teenagers’ educational experience was improved as this innovative practice was greatly valued by them. However, limitations related to the digital divide, technological failures, and the period of lockdown caused by the covid-19 were encountered. On the other hand, these results contribute to science as research projects like the present add to the odds in favor in adverse scenarios where educators and learners cannot meet face to face. In conclusion, it can be stated that, now more than ever, education must consider technology in the study of foreign languages.