MACHINE LEARNING ANALYSIS EMPOWERED EVALUATION OF ENGLISH LEARNING APPS FOR USER LEVEL

Abstract

With the modern age of information technology, applications to teach English have become important factors in improving linguistic competency and communication skills in global societies. Fluency in the English language is becoming one of the most important personal, academic, and professional resources. Duolingo, Rosetta Stone, Babbel, HelloTalk, Tandem, FluentU, BBC Learning English, and LingoDeer, among others, have become the new paradigm of teaching English as a second language by providing interactive, user-friendly, and user-centered digital tools. The combination of gamification, adaptive learning, multimedia materials, and real-time pronunciation and grammar tips, hidden in these apps, helps to make the learning process engaging and effective. This research paper performs a usability analysis of the English learning applications with special references to Duolingo and Rosetta Stone in the context of understanding how efficient and user-satisfied these applications are and what can be done to improve them. The study uses a survey research design, which is cost-effective, fast in data collection, and capable of giving in-depth information regarding the perception of users and patterns of behavior. The questionnaire had fifteen structured questions that were intended to evaluate other attributes of usability, such as interface design, learning flexibility, tutor efficacy, engagement mechanism, and user motivation. The respondents were divided into beginner, intermediate and expert levels of proficiency to make sure that the findings were representative of a wide range of user experiences. The study findings indicate that, although both Duolingo and Rosetta Stone are successful in using gamified and adaptive learning features to maintain the interest of the learner, some usability aspects still have weaknesses. A large percentage of the respondents (about 70 percent) found the user interfaces of the two applications to be oversimplified and more appropriate for children or those learners with low levels of understanding and thus not as attractive to high-level users. Additionally, the response indicated that there would be a need for diverse versions of the application that would suit different levels of learning, and the inclusion of qualified tutors for users with a higher level of proficiency. Nevertheless, the participants have admitted that the apps are effective in ensuring regular learning habits by using app functions like progress tracking, daily goals and interactive exercises. On the whole, the results highlight the paramount significance of the constant usability evaluation in educational technology development. Increasing the flexibility and inclusivity of English learning applications might significantly increase user interaction and learning. The research finds that the incorporation of user feedback mechanisms, beneficial content and personalization of the interface will be critical in the further development of the English learning apps, hence making them relevant and useful in the global acquisition of the English language