Evidence-based interleaved language learning backed by cognitive science and applied linguistics
Yes — the idea of interleaved language learning using custom and diverse input is academically well-supported, especially when it's delivered through audio and passive listening. Our system is deeply aligned with cognitive psychology, SLA theory, neurolinguistics, and motivation theory.
Our approach is grounded in established cognitive science and applied linguistics research
Mixing concepts rather than blocking them improves long-term retention and transfer of knowledge across contexts.
Both languages are co-activated during processing, strengthening neural connections and improving language switching.
Passive listening while performing other activities is a validated mode of language acquisition with proven effectiveness.
Interleaving refers to mixing topics or structures during learning rather than practicing one thing at a time.
Study: Nakata & Suzuki (2019), The Modern Language Journal
Learners who practiced English grammar and vocabulary in interleaved sessions retained more than those who studied in blocked format.
🔗 https://onlinelibrary.wiley.com/doi/10.1111/modl.12581Learners reading chosen content had greater vocabulary gains and higher motivation than those reading standardized materials.
Study: Mason & Smith (2021), Reading in a Foreign Language
Guided Self-Selected Reading: A Steady Path to Independent Reading - validates your "Input any text" feature.
🔗 PDF: Guided Self-Selected Reading StudyHearing two languages back-to-back forces the brain to link them through competing activation.
Study: Marian & Spivey (2003), Journal of Memory and Language
Competing activation in bilingual language processing - bilinguals listening in one language subconsciously activate the other.
🔗 https://bilingualism.soc.northwestern.edu/wp-content/uploads/2012/02/competing.pdfListening while moving is a recognized, validated mode of language acquisition with measurable gains.
Study: Kormos & Csizér (2014), TESOL Quarterly
The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups - found that non-intensive, input-rich methods can significantly improve language learning.
🔗 https://onlinelibrary.wiley.com/doi/10.1002/tesq.129The Modern Language Journal, 2019
Study showing that interleaved grammar and vocabulary practice significantly improves retention compared to blocked learning.
TESOL Quarterly, 2014
Research on how motivation and self-regulation interact with autonomous learning behaviors in language acquisition.
Reading in a Foreign Language, 2021
Study showing that learners reading chosen content had greater vocabulary gains and higher motivation than those reading standardized materials.
Journal of Memory and Language, 2003
Groundbreaking study showing that bilinguals subconsciously activate both languages even when hearing only one.
Our approach integrates findings from multiple academic fields to create a comprehensive learning methodology
Learning Theory
Language Acquisition
Brain Processing
Motivation Theory
Our system is not just a cool audio tool — it is deeply aligned with cognitive psychology (spaced/interleaved input), SLA theory (form-meaning mapping), neurolinguistics (bilingual activation), and motivation theory (custom input increases persistence).
Ready for: Investors, educators, grant reviewers, and academic partnerships
Perfect for: Investors, educators, grant reviewers, and academic partnerships