Opening the “Black Box”: How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students’ Intrinsic Motivation for English

Purpose Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners’ motivation to learn a second (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 out-of-school technology usage. Design/Approach/Methods To address these gaps, we present model based on self-determination theory and propose idea “motivational transfer” explain psychological mechanism underpinning technology. examine model, case study 20 Year 8 Chinese junior school students who used English foreign (EFL) after 6 weeks. Findings Questionnaire group interview data support our hypothesized mechanism: activity-specific intrinsic (IM) using their underlying need autonomy competence can be transferred more general level, thereby enhancing global IM L2. Originality/Value The proposed theoretical expands understanding digital stimulates L2 motivation; it help educators design better technological affordances promote both outside classroom.