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Revista Iberoamericana de Educación a Distancia  \nISSN: 1138-2783  \n[ried@edu.uned.es](ried@edu.uned.es)  \nAsociación Iberoamericana de Educación Superior a Distancia  \nOrganismo Internacional  \nMunday, Pilar  \nThe case for using DUOLINGO as part of the language classroom experience RIED. Revista Iberoamericana de Educación a Distancia, vol. 19, núm. 1 , 2016 , pp. 83-  \n101  \nAsociación Iberoamericana de Educación Superior a Distancia Madrid, Organismo Internacional  \nAvailable in: [http://www.redalyc.org/articulo.oa?id=331443195005](http://www.redalyc.org/articulo.oa?id=331443195005)  \n How to cite  \n Complete issue  \n More information about this article  \n Journal's homepage in [redalyc.org](redalyc.org)  \nScientific Information System  \nNetwork of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative  \nThe case for using DUOLINGO as part of the language classroom experience  \nDuolingo como parte del curriculum delas clases de  \nlengua extranjera  \nPilar Munday  \nSacred Heart University (Estados Unidos)  \nAbstract  \nThis article explores the idea of using an already existing language learning app, Duolingo, to complement traditional college level Spanish as second language courses. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner’s Spanish course (level A1) and the other an advanced intermediate course (B2) . The students used the app online, either in its mobile version or in their web browser. I will describe how Duolingo operates, what kind of activities can be done, and how learning is achieved. Preliminary results suggest that Duolingo is an easy-to-use app that is useful and has potential, although its main lessons are not based on communicative competence. It is usually enjoyed by students because of several elements, such as the accessibility on a mobile device, its gamification aspect, and the variety of tasks. I will discuss possible ways to incorporate Duolingo into foreign language courses, always considering it as a complement to the curriculum, but considering its value to reinforce vocabulary and grammar acquisition through spaced repetition, interleaving of different skills and variety of activities.  \nKeywords: MALL (Mobile Assisted Language Learning); didactic use of computer; foreign language learning; didactics.  \nResumen  \nEste artículo explora la idea de utilizar una aplicación móvil (ya existente en el mercado para el aprendizaje de idiomas), Duolingo, para complementar las clases tradicionales de español como lengua extranjera a nivel universitario. Este tipo de aplicaciones hacen uso dela tecnología adaptiva para el aprendizaje, permitiendo así adaptar las tareas al nivel de cada estudiante. En el caso de esta investigación, Duolingo formó parte del programa de estudio de dos clases universitarias de español, una a nivel principiante (A1) y otra intermedio alto (B2) . Los estudiantes accedieron a la aplicación de manera online, tanto en plataformas móviles como en su versión de escritorio. Este artículo describe el funcionamiento de Duolingo, el tipo de actividades que se pueden realizar con ellay de qué forma se adquieren conocimientos con esta aplicación. Los resultados preliminares de este estudio sugieren que Duolingo es  \nAIESAD RIED v. 19: 1, 2016, pp 83-101 83  \nP. Munday  \nThe case for using duoLingo as ParT of The Language cLassrooM exPerience  \nuna aplicación fácil de usar, útil y con mucho potencial, a pesar de basarse en tareas que no están enfocadas a la competencia comunicativa. Parece ser del agrado de la mayoría delos alumnos por varias razones, como la posibilidad de fácil acceso a través del móvil, los aspectos de gamificación en su diseño y la variedad de tareas que contiene. A la luz de","cbCainfpjWhldUtB","https://ap.wps.com/l/cbCainfpjWhldUtB","pdf",258669,"English","# Abstract\n## Course integration (A1 and B2)\n## App activities and learning process\n## Preliminary findings and limitations\n## Curriculum incorporation strategies","[{\"question\":\"How does the article propose using Duolingo in language classes?\",\"answer\":\"Duolingo is used as a complement to traditional university Spanish courses, integrated into course study programs for both beginner (A1) and advanced intermediate (B2) levels.\"},{\"question\":\"What activities does the article discuss in relation to Duolingo?\",\"answer\":\"The article describes how Duolingo operates, including what kinds of activities learners can do and how learning is achieved through those tasks.\"},{\"question\":\"What do the preliminary results suggest about Duolingo’s effectiveness and focus?\",\"answer\":\"Preliminary results suggest Duolingo is easy to use, useful, and has potential. However, its main lessons are not based on communicative competence, even though students enjoy it for its accessibility, gamification, and task variety.\"}]","The case for using DUOLINGO as part of the language classroom experience | PDF"]