Using Technological-based Models as Digital Tutors for Enhancing Reading and Writing Proficiency of Foreign Language Undergraduates

Abstract

This paper looked at how foreign language undergraduates benefit from using digital tutors such as Lingodeer, Babbel, Rosetta Stone, and Duolingo to improve their reading and writing skills. The study used a thorough survey with 359 participants to learn about the platforms' perceived usefulness, convenience of use, and frequency of student participation. The research took into account a number of aspects of these technologies, including gamification elements, personalised learning routes, pronunciation practises, feedback systems, and interactive courses. The survey result was analysed using relevant statistical tools. The results indicated that Duolingo is overwhelmingly regarded as the most effective platform, as indicated by 85.74% of respondents. The considerable validation of Duolingo's efficacy in substantially enhancing language proficiency is highlighted by this significant affirmation. Furthermore, 68.84% of users rate Babbel as highly effective, demonstrating that it has a significant influence on the process of enhancing FL reading and writing skills. Although considered beneficial, Lingodeer and Rosetta Stone receive marginally lower ratings in the "very effective" category, with percentages of 49.06% and 59.88% correspondingly. Significantly, a considerable percentage of respondents consider Lingodeer and Rosetta Stone to be marginally beneficial, suggesting that they have a moderate effect. Furthermore, in contrast to Lingodeer, Babbel and Rosetta Stone exhibit significantly reduced proportions of users categorising their platforms as "not useful at all" (8.09% and 8.17%, respectively). The results highlight the significance of these digital tutors in language acquisition, with clear preferences for Duolingo, high reported utility, and substantial perceived ease of use across platforms. The results further indicated that the subtle variations in the percentages pertaining to these facets underscore the contextual and individualistic character of perspectives concerning the effectiveness and usability of digital tutors in augmenting the reading and writing skills of undergraduates studying foreign languages.