| dc.description.abstract | This paper investigates how generative AI, specifically through the case study of Duolingo Max, shapes and reflects cultural norms, social expectations, and language interactions within digital language learning. With the integration of ChatGPT-4, Duolingo Max offers new language learning tools, Explain My Answer, Roleplay, and Call with Lily, that frame the user experience of language acquisition. This study uses the walkthrough method to examine how these features operate within the app’s institutional framing, monetization model, and interface design. While Duolingo presents itself as an accessible, educational tool, the analysis reveals contradictions between its inclusive commitments and the exclusive nature of its AI-powered features, which remain behind a paywall. Furthermore, the embedment of generative AI in Duolingo Max showcases the possible presence of cultural biases and predetermined conversational boundaries that limit users’ agency. This study highlights both the opportunities and limitations of integrating generative AI into language education, emphasizing the need for culturally adaptive and accessible design. The findings advocate for a more inclusive, transparent, and context-aware development of AI-driven learning tools, as well for regulating formal policies regarding current platform infrastructure. | |
