Duolingo, autonomy, and motivation: Perceptions about third language learning by language experts

In recent years, the use of technology has become an important part of language learning and the development and improvement of learner autonomy and motivation. Moreover, it has been found that learning a third language is easier for those who are already proficient in a second language, as they have developed linguistic and cognitive skills that facilitate the acquisition of new languages. Furthermore, if the student has theoretical training in language acquisition, their learning process is expected to be even more effective. This study explores how individuals with a background in language acquisition and teaching make use of technology, specifically the language learning app Duolingo, to learn a third language. Following a qualitative approach, the perceptions and practices of 19 participants with a Bachelor’s, Master’s, or Doctorate degrees in language acquisition, teaching, or similar areas were explored. Data were collected through questionnaires and interviews and were analyzed using the Constant Comparative Method. Findings suggest that, while Duolingo promotes autonomy, those who complemented their learning with real-life interactions made more progress than those who relied solely on the app. Thus, technology is a valuable tool, but it should be combined with other strategies to improve the acquisition of a third language.