My learning groups

Personal Research

To test the hypothesis, a personal study was conducted involving acquaintances of different ages. In total, four groups were formed, differing in age and initial level of foreign language (English) proficiency. A total of 24 people participated in the study.

• Group 1 (5–10 years) — younger brothers, sisters, and children of acquaintances (6 people). Level: beginner (know individual words and phrases, some songs and expressions from cartoons).
• Group 2 (11–22 years) — acquaintances and friends, including online acquaintances (7 people). Level: relatively high (from A2 to B2): some study at language schools, some took international exams or actively communicate online in English.
• Group 3 (25–45 years) — parents and adult acquaintances (6 people). Level: basic, obtained at school or university (can read simple texts but almost never use the language in life).
• Group 4 (50+) — grandmothers and grandfathers (5 people). Level: zero or close to zero (know a few words like "OK", "hello", but never consciously studied the language).

Stage 1: Baseline Diagnostics

Before starting the language module, all participants were offered:

1. Attention test: They had to name the font color of words as quickly as possible; number of errors and approximate completion time were recorded.
2. Short-term/working memory test: Sequences of digits were read aloud, gradually getting longer; the maximum chain length reproduced without errors was recorded.
3. Motivation questionnaire: Participants rated their interest on a scale from 1 to 5 and responded to statements about language learning stereotypes.

Baseline diagnostic average results:

• Group 1 (5–10 years): Memory: 3–4 digits; Attention: 3–4 mistakes; Motivation: 4.2 out of 5.
• Group 2 (11–22 years): Memory: 5–7 digits; Attention: 1–2 mistakes; Motivation: 3.8 out of 5.
• Group 3 (25–45 years): Memory: 4–5 digits; Attention: 2–3 mistakes; Motivation: 2.6 out of 5.
• Group 4 (50+): Memory: 3–4 digits; Attention: 4–5 mistakes; Motivation: 2.0 out of 5.

Stage 2: Language Module (3 Weeks)

A three-week language module was organized with daily short sessions (15–20 minutes per day). Each participant tried to study at least 5 days a week:

• Group 1 (5–10 years): 10 mins playful lessons in Duolingo ABC; 5–10 mins English songs and short cartoons.
• Group 2 (11–22 years): 10–15 mins app lessons (Duolingo); 5 mins watching short videos or clips in English.
• Group 3 (25–45 years): 10 mins app exercises (everyday phrases); 5–10 mins reading adapted texts or dialogues.
• Group 4 (50+): 10 mins simplest app lessons; 5–10 mins joint pronunciation of phrases and mini-dialogues with a helper.

Obtained Data

Memory (maximum length of correctly reproduced digit chain)

• Group 1: before: 3.5 digits on average | after: 4.5 digits
• Group 2: before: 6.0 | after: 7.2
• Group 3: before: 4.5 | after: 5.4
• Group 4: before: 3.4 | after: 4.2

Attention (average number of errors in color test)

• Group 1: before: 3.5 mistakes | after: 2.2 mistakes
• Group 2: before: 1.8 mistakes | after: 1.0 mistakes
• Group 3: before: 2.7 mistakes | after: 1.9 mistakes
• Group 4: before: 4.4 mistakes | after: 3.1 mistakes

Motivation (rating on 1–5 scale)

• Group 1: before: 4.2 | after: 4.6 (children liked the game format, asked for more)
• Group 2: before: 3.8 | after: 4.3 (noted sense of progress and language usefulness)
• Group 3: before: 2.6 | after: 3.4 (found it easier than thought, school knowledge returned)
• Group 4: before: 2.0 | after: 3.0 (felt pride when able to read and understand simple phrases)

Qualitative Observations

• Children actively showed new words and phrases, trying to use them in play.
• Teenagers and young adults switched phone interfaces to English more often.
• Adults found the short format didn't overload them and asked for continuation resources.
• Elderly participants admitted their fear of language decreased when seeing they could remember things.

Analysis of Results

Comparison of "before" and "after" data showed that in all four age groups:

• Short-term/working memory indicators improved by an average of 20–30%.
• Number of attention test errors decreased (especially noticeable in children and elderly participants).
• Motivation to study languages increased by at least 0.6–1.0 points on the 5-point scale.