Examining the Effects of Interactive Mobile-Based Multimedia on Iraqi EFL Learners' Writing Ability and Writing Motivation

Abstract

Interactive Mobile-Based Multimedia (IMBM) encompasses the digital content on mobile devices that is likely to facilitate language learners' interlanguage development owing to its personalized learning features. Duolingo constitutes an IMBM application that has been widely used in language classes due mainly to its interactive learning environment and favorable gamified characteristics. Using a quasi-experimental design, the present study examined the impacts of Duolingo-informed writing instruction on Iraqi EFL learners' writing ability and Writing Motivation (WM). To this end, the researchers selected 50 intermediate-level EFL learners as the participants with the help of convenience sampling. They took advantage of writing, WM pretests, posttests, and Duolingo-informed treatment sessions to collect the data. Moreover, they analyzed the obtained data using the t-test and the MANOVA test. The results indicated that Duolingo-informed IMBM writing instruction significantly ameliorated the learners' writing performance and WM in their academic setting. The study discusses the implications of the results in the context of foreign language in Iraq.