O Uso de Aplicativos: google translate e duolingo como ferramentas de aprendizagem do Idioma Inglês

Abstract

The advancement of technology has provided new forms of learning, especially in the field of languages. Among these innovations, the Google Translate and Duolingo applications stand out, becoming popular tools for learning English. The general objective is to analyze the functionalities of Google Translate and Duolingo as instruments for autonomous English learning. The specific objectives are: to discuss the key features offered by these applications; to explore the benefits of their use by students and the importance of complementing learning with other forms of linguistic interaction; and to present practical examples of using these tools. The theoretical basis of this study is grounded in foreign language learning theories and the role of digital technologies in education. Important references include Stephen Krashen's Second Language Acquisition Theory, which emphasizes the importance of comprehension and exposure to the language. The methodology adopted is bibliographical research, allowing a critical and comparative analysis of studies and academic articles on the subject, as described by Gil (2008). This approach enables the identification of patterns, benefits, and limitations of using the Google Translate and Duolingo applications in learning English. The main conclusions indicate that, although both applications provide significant support in language learning, they have distinct approaches. Google Translate is more effective as an auxiliary tool for the quick translation and comprehension of words and phrases, being useful for students at various proficiency levels. On the other hand, Duolingo is a more structured platform that offers gamified and sequential learning, promoting continuous practice and the reinforcement of vocabulary and grammar interactively. Furthermore, reviewed studies indicate that the combined use of both applications can maximize learning, as Google Translate can complement Duolingo lessons by providing immediate translations and contextualized examples. However, the importance of pedagogical mediation and traditional teaching methods is emphasized for complete and effective learning. Important references include Lankshear and Knobel (2011) on digital literacy; Seemiller and Grace (2019) on Generation Z and technology; Prensky (2001) on "digital natives"; Wu et al. (2016) and Costa-Jussà and Farrús (2014) on machine translation; Pym (2013) on the critical use of machine translation; Loewen et al. (2019) and Deterding et al. (2011) on gamification; Vesselinov and Grego (2012) on the effectiveness of Duolingo; Zimmerman (2002) on self-regulated learning; Munday (2016) and Clifford et al. (2013) on the critical use of Google Translate; and Simões et al. (2013) on gamification in Duolingo. Explanatory research aims to identify the factors that determine the phenomena studied, according to Triviños (1987).