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Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students’ Intrinsic Motivation for English  \nCheng Zeng (曾成) and Linda Fisher  \nUniversity of Cambridge  \nECNU Review of Education 1–25  \n© The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231171606](DOI: 10.1177/20965311231171606)[ ](DOI: 10.1177/20965311231171606)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners’ motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage.  \nDesign/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of “motivational transfer” to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks.  \nFindings: Questionnaire and group interview data support our hypothesized mechanism: learners’ activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners’ global IM for L2.  \nCorresponding author:  \nCheng Zeng, 184 Hills Road, Cambridge CB2 8PQ, UK.  \nEmail: [cz352@cantab.ac.uk](cz352@cantab.ac.uk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners’ L2 motivation; it can help L2 educators design better technological affordances to promote learners’ motivation both in and outside the classroom.  \nKeywords  \nDigital game-based learning, L2 motivation, MALL, self-determination theory Date received: 28 February 2022; revised: 19 September 2022; accepted: 1 March 2023  \nIntroduction  \nThe rapid advancement in digital technology has been transforming the way we learn a second language (L2) . With the explosion in the use of mobile devices like smartphones and tablets, mobile-assisted language learning (MALL) has become increasingly popular around the world. Regarding the effects of this new way of learning, Ushioda (2013) has pointed out that “the potential value of mobile technologies may lie instead in motivating and facilitating frequent (rather than deep) engagement in language learning or language use opportunities”(p. 3) . Many prior studies have investigated the question of what the motivational influence of technology is and have found a positive impact of MALL on L2 motivation. Despite this, the question of how this motivational impact takes place has not yet been answered. Only by knowing why the use of technology can stimulate learners’ motivation can L2 educators design better MALL activities and manipulate the specific features to promote L2 motivation. Thus, there is a warrant for investigation into the“blac","cbCaijr6bBqhsAzq","https://ap.wps.com/l/cbCaijr6bBqhsAzq","pdf",1166036,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Introduction\n## Background and rationale\n## Duolingo and the study aim\n# Literature review\n## MALL and gamification","[{\"question\":\"What research gap does the article address?\",\"answer\":\"It targets the lack of studies explaining how MALL apps influence L2 motivation, especially outside classroom settings where technology use has received less attention.\"},{\"question\":\"What theoretical mechanism is proposed to explain Duolingo’s motivational impact?\",\"answer\":\"The article presents a model grounded in self-determination theory and introduces “motivational transfer” to describe the underlying psychological process.\"},{\"question\":\"How was the study conducted and for how long?\",\"answer\":\"A case study was conducted with 20 Year 8 Chinese junior school students who used Duolingo to learn English after school for six weeks, using questionnaires and group interviews.\"}]","A New Era for Educational Technology: Opportunities and Conversations - Research Article - Opening the “Black Box” - How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students’ Intrinsic Motivation for English | PDF",1790765082,63]