Effectiveness of online platforms in developing language skills of higher education students

Abstract

The purpose of this study is to determine the effectiveness of using online platforms, including Duolingo, Babbel, and Moodle, in developing various English language skills in students. A controlled experimental design was used. Based on a purposeful sample, 180 students were included in the study and divided into an experimental group (using online platforms (n=90)) and a control group (studying using the traditional system (n=90)). The experiment lasted a total of 12 weeks. Student performance was assessed using standardised pre- and post-tests consisting of reading, listening, writing, speaking, vocabulary, and vocabulary tasks. Statistical analysis included paired and independent t-tests and calculation of the effect size. All online platforms provided improvement in language skills compared to the control group. The effect sizes mostly exceeded 0.8. This indicator demonstrated the practical significance of the platforms. Thus, the findings showed that online platforms can improve the effectiveness of English language learning in higher education institutions. Each platform has its advantages, which confirms the feasibility of blended learning.