A COMPARATIVE ANALYSIS OF DUOLINGO AND BABBEL IN ENHANCING UNDERGRADUATE STUDENTS' LANGUAGE COMPREHENSION: A USES AND GRATIFICATIONS THEORY PERSPECTIVE

Abstract

Mobile-Assisted Language Learning (MALL) transforms language learning by providing flexible and interactive learning opportunities through mobile applications. This study compares the effectiveness of two popular MALL applications, Duolingo and Babbel, in enhancing undergraduate students' language comprehension. The study is based on the Uses and Gratifications Theory (UGT), which explains learners' preferences and app usage. A quantitative descriptive research design is adopted. Data is collected from 35 undergraduate students (17 males and 18 females) using a self-developed five-point Likert-scale questionnaire. Purposive sampling is used to select participants who actively use either Duolingo or Babbel. The collected data is analyzed using percentage distributions and mean scores. The findings indicate that both applications positively contribute to language comprehension. Duolingo is perceived as more effective in increasing learner motivation, engagement, and flexible learning, whereas Babbel is considered more effective in improving grammar, pronunciation, and structured language learning. The study concludes that both applications support language learning in different ways and that learners choose them according to their learning needs and preferences. These findings contribute to the growing body of research on Mobile-Assisted Language Learning and provide useful insights for students and educators.