Complete uTalk Review: Fun, Effective, or Just Another Language Learning App?

Language Learning Apps as supplements to language classrooms

I’ll admit my bias upfront: Just as I’m sceptical that GenAI could ever truly substitute for the depth of classroom language teaching and learning, I’m equally unconvinced that language learning apps can make significant difference to the progress of language learners.

Of course, this isn’t thus implying that language learning apps have no position in a language classroom – there are advantages that have been investigated and argued by scholars (Burston, 2015; Mihaylova et al., 2022), although research in this area requires stronger rigour to make more generalisable claims (Burston, 2015; Tommerdahl et al., 2024). This also suggests that the role of language learning apps must be clearly defined within any chosen approach, allowing for a more accurate assessment of their effectiveness.

In December, I was approached by a representative from uTalk, a language learning app designed to accelerate the process of picking up new languages. Their invitation was straightforward: review the app, no obligations—no payment, no ongoing commitments. The sole benefit, which I still consider a genuine perk and accepted as a necessary condition for this “assignment,” was unrestricted access to the app’s full range of features. Truth be told, I hesitated—not because I doubted the value of the app or their intentions, but simply because the relentless demands of my PhD programme and settling into the UK left me with little time to do the review justice. So, with much embarrassment at this 6-month delay, I’m finally honouring my commitment in this article.

What is uTalk and How Does It Work?

uTalk is a language learning app that focuses on practical vocabulary and accurate pronunciation, offering an impressive selection of over 150 languages, including a notable range of regional and endangered ones. Compatible with iPhone, iPad, Mac, Android, and Windows devices, it supports a wide variety of language combinations. The app relies on visually supported activities with gamification to reinforce retention.  It is mainly useful for beginners and travellers seeking essential phrases for everyday situations. However, its lack of comprehensive skills and grammar instruction means it functions best as a supplementary resource in the classroom or just-in-time module(s). For more robust assessment of the tool or possibility of its deeper integration into formal language learning, do read further insights below.

What languages or language combinations do uTalk feature?

I believe one of uTalk’s most unique value propositions is its breadth of language offerings. The platform provides access to over 150 languages (156 as time of review), ranging from globally dominant tongues like Spanish and Mandarin Chinese to less commonly studied and endangered languages such as Tok Pisin, Yucatec Maya, and Haitian Creole. This inclusivity extends to regional and dialectal varieties—users may encounter multiple forms of English, Arabic, Spanish, and other major languages, reflecting the platform’s attention to linguistic diversity.

Five snapshots of the languages that uTalk offer

Additionally, uTalk seeks to distinguish itself by supporting over 20,000 possible source-to-target language combinations, as learners can study from the perspective of more than 100 different native languages (not just English). In simple sense, you can change the app’s interface language to a language of preference (e.g., more than 100 others and NOT just English as found in many commercial apps) and learn your target language (your L2) with the “medium of instruction” in your chosen L1 or any other preferred L2 that you may have already acquired.

Such comprehensive representation ensures that speakers of minority and indigenous languages, as well as humanitarian workers and international travellers, can find resources tailored to their specific linguistic needs. uTalk has made a pledge on their website that if your own language isn’t there, you can reach out and help them grow the collection.

What are the approaches uTalk offer for learning a new language?

1. Facilitation of self-directed learning with customised content in design

Language learning apps typically feature an internally designed curricula, wherein the content and skills are sequenced in a manner to facilitate the gradual acquisition of linguistic proficiency. Although this model offers certain advantages for learners aiming to achieve target proficiency levels independently and without formal instruction, it may not adequately address the immediate, context-specific linguistic needs of each learner. For example, a learner preparing for a cultural excursion may wish to acquire culturally relevant expressions, yet a hypothetical app’s curriculum may prioritise business communication, resulting in a misalignment between the learner’s needs and the instructional content at the critical moment of learning.

In engaging this philosophy, uTalk’s design places a strong emphasis on self-directed learning with customised content in contrast. Rather than imposing a predetermined sequence of lessons, uTalk empowers users to select topics that directly correspond with their personal goals, such as travel, work, or daily conversation, thereby increasing the relevance and practical value of each learning session. Learners can curate a personal phrasebook, saving specific words and phrases for targeted review, which enhances efficiency and autonomy in the learning process. Furthermore, offline accessibility ensures that ongoing practice is not constrained by connectivity, allowing individuals to integrate language study flexibly into their daily routines (e.g., moving around in regions with little network support) according to their own pacing and priorities.

2. Building vocabulary in association with images

If I want to be reductive in the characterisation of the materials design in uTalk, I will say it is mainly “flash cards” based on selection of vocabulary in curated “word lists”. Two red flags may come to mind here: “flash cards” and “word lists”. It creates the image of a learner drowned in the rote memorisation of decontextualised lexical items. Such an approach has been heavily criticised by many educators, although its effectiveness in developing the expansion of the mental lexicon may be dependent on many other factors (Nation, 2022; Schmitt, 2008).

Notwithstanding such, the use of “flash cards” and “word lists” have their place. At its core, flash card learning is a form of paired-associate learning (Nakata, 2011)—that is, learners are asked to connect two pieces of information, typically a word in the target language and its meaning in another entity, such as the learner’s L1, a picture, synonym, or definition. Flash cards naturally lend themselves to retrieval practice, where learners actively recall information rather than simply re-reading or re-listening. This has shown to be highly effective due to the “testing effect” (Roediger & Karpicke, 2006).

On a related note, word lists impose order on the sheer volume of vocabulary that can easily overwhelm us (and our learners alike!), transforming potential “vocabulary chaos” into manageable, systematic lexical instruction (Schmitt & Schmitt, 2020). Fundamentally, these lists allow us to prioritise vocabulary based on factors like frequency, usefulness, or relevance to particular subjects, ensuring that valuable classroom time is devoted to words most relevant for our learners’ communicative needs (Nation & Webb, 2011).

In this respect, uTalk has adopted a method that may offer certain advantages. Still, I wouldn’t claim it represents the definitive way to learn vocabulary—debate continues over what’s most effective, and most experts recommend integrating multiple strategies rather than relying exclusively on a single approach.

That being said, uTalk’s form of paired-associate learning anchors on the use of images. In their words, they are tapping on the strengths of dual coding, which is a cognitive theory that posits that that information is processed and represented in two distinct but interconnected systems: a language-representational system, responsible for the processing of linguistic information, and a sensory-representational system, responsible for the processing of sensory information. It’s been thus suggested that images enhance memory retention by facilitating the processing of visual information, a phenomenon referred to as the “picture superiority effect” (Paivio, 1969; Paivio & Csapo, 1973). Still, this perspective is not without its detractors, who caution against exaggerating the strength or consistency of this effect (Stenberg, 2006).

3. Pseudo- spaced repetition of target words and phrases

I’ve mentioned how the “flash card” approach in uTalk lends itself to facilitate retrieval practice and how that can be cognitively beneficial. The thing is, when used in combination with “spaced repetition”, such as the reviewing of cards at increasing intervals over time, the benefits are magnified as argued in the classic study by Bahrick et al. (1993) and Kim & Webb (2022). In fact, it is argued that vocabulary learned in this way is not only acquired quickly but can be potentially retained in the long term.

According to its website, uTalk promotes the use of spaced repetition in its learning model. In my testing, I’ve observed this has been operationalised separately: firstly, “repetition” to words across various games; secondly, by making it unlikely for learners to achieve perfect scores on their first attempt at any game, encouraging them to return and thereby creating “spaced” intervals between encounters. Unlike platforms such as Duolingo, where AI determines optimal review timing and prompts users accordingly, uTalk’s approach to spaced repetition remains largely self-managed, relying on user motivation rather than algorithmic scheduling.

4. Pronunciation by modelling native speakers’ recordings and self-assessment

This approach is somewhat reminiscent of the Audiolingual Method, in which learners practise imitating dialogues or minimal pairs provided by teachers or recordings. In uTalk’s case, the focus is narrowed to individual words and phrases — something which is not too different from other apps that provide pronunciation learning and practice. What sets uTalk apart, however, is its commitment to using audio recorded by carefully chosen “native speakers”, including those from remote or underrepresented communities. This ensures learners are exposed to authentic speech, complete with natural accents and intonation (aligned with L1 user norms), rather than synthetic AI-generated voices.

Instead of automated voice recognition, uTalk also encourages users to listen attentively, record their own speech, and directly compare their pronunciation with the native model through side-by-side playback. This self-guided assessment, though a bit primitive, is intended to develop critical listening skills and a more acute awareness of subtle differences in pronunciation features such as rhythm, stress, and articulation. Although this method relies on learners’ commitment and self-reflection, which may vary in accuracy contingent on the learners’ sensitivity, it sidesteps the dependence on speech recognition technologies and fosters independence and ownership in the learning process.

I’ll argue that this approach shares many of its core advantages and drawbacks with the Audio-Lingual Method. It’s systematically structured and can be implemented intensively in the initial learning phase (i.e., for beginners); however, the focus on the mechanical aspects of language learning and lack of meaningful interactions may result in learners’ inability to transfer learning to actual communicative contexts (Richards & Rodgers, 2014).

5. Gamification with self-assessment

Gamification has been proposed to be a form of instructional design that can bring about positive cognitive, motivational, and behavioural learning outcomes (Kapp, 2012; Sailer & Homner, 2020) and has seen a substantial uptake in both language instruction (Thurairasu, 2022; Zhang & Hasim, 2023) as well as the design of language learning apps (Shortt et al., 2021). In reality, though, the effects are very much moderated by many individual differences and the gamification design (Kapp, 2012; Sailer & Homner, 2020; Thurairasu, 2022; Zhang & Hasim, 2023).

uTalk has also incorporated some forms of gamification in its design: other than the practice module which is the learning phase where the new words are introduced and learned, the other five modules which are also assessment activities are designed as games.

~ Easy game: Learners first view a series of images (e.g., 4), each linked to a specific target phrase where the learners should have reviewed in the practice module. As every image appears, there is an audio presentation of the phrase associated with the image. Following this, the images are then shuffled, and learners are tasked with matching a given spoken phrase to its corresponding image, aided by written cues.

~ Hard game: In this more challenging adaptation of the basic game, images are shown without any accompanying hints, and learners must match spoken phrases with the correct images in the absence of written cues. As the game progresses, additional distractor images are introduced, systematically increasing the mental effort and retrieval difficulty required.

~ Speaking game: Learners first record themselves saying the target phrases prompted by specific images; these self-made audio clips then serve as cues in the next matching activity. During this phase, learners listen to their own recordings and choose the image corresponding to what they have produced earlier. After that, the native speaker’s version is played for comparison.

~ Memory game: This game consists of two phases. In the first phase, learners are shown a series of images and their locations on a grid. After exposure for about 5 seconds, the images are then flipped and concealed. An audio of a word/phrase is then played, and learners have to identify and select the grid position of the matching image (a classic memory/concentration task). In the second phase, all images remain visible throughout, and learners must rapidly match spoken phrases to images within a time limit.

~ Recall game: Learners are presented with an image and the meaning in their L1 and must say the target phrase in the L2. Their spoken response is recorded and then replayed, allowing them to compare their attempt with a native speaker’s model. Learners then self-report success or failure, and any phrases they do not produce correctly are recycled for further practice until they are mastered.

Beyond the assessment games, nearly every accomplishment—whether it’s completing a lesson, earning a high score, or maintaining a consistent streak—rewards you with points. These points can be converted into uCoins, which serve as a flexible currency within the app. With uCoins, learners have the flexibility to unlock additional topics in their current target language(s) or even explore entirely new languages.

Is uTalk worth our time? Can uTalk be part of a teaching approach in actual language classrooms?

Let me summarise what I’ve discussed thus far in terms of strengths and limitations of uTalk for language teachers and classrooms:

Strengths of the uTalk design and language teaching methodology

1. Extensive language coverage: uTalk offers a wide selection of languages, featuring many that are less popular (e.g., low-resourced languages, minority languages). Colleagues among us who work with these target languages or who wish to introduce your students to a diversity of languages may find this a considerable advantage. It can also support heritage language learners or those interested in endangered languages.
2. Initial vocabulary building with visual support: This is one of the core pedagogical features where each word or phrase is introduced with a corresponding image, although the selection is very much targeted at beginners rather than intermediate or advanced learners. We can use this feature to introduce or reinforce thematic vocabulary sets, or as a springboard for more complicated communicative tasks. Additionally, the topics—and by extension, the images—are recycled across languages, which supports those of us interested in incorporating translanguaging into our teaching practices.
3. Availability of word/phrasal-level pronunciation practices: This is the other core pedagogical feature, where pronunciation of words or phrases by native speakers are made available. We can use these recordings to supplement classroom listening activities or design dictation and shadowing exercises. Hopefully though, students may foster stronger metacognitive awareness of phonological differences by consistently comparing personal pronunciation with the given models.
4. Gamified, low-stakes practice: Considered as the third main core pedagogical feature, uTalk’s game-based activities provide learners with opportunities for repeated exposure and retrieval practice—key components for long-term vocabulary retention. For us, these games can serve as engaging warm-ups, homework assignments, or formative self-assessments that reduce learner anxiety.
5. Flexible, self-paced learning: uTalk allows our learners to progress at their own pace, which can be particularly useful in differentiated classrooms or for assigning independent study tasks. We can recommend specific topics for revision or use the app to support students who need extra practice outside scheduled lessons.

Limitations of uTalk as a language learning app

1. Limited focus in the language learning experience: Perhaps the most significant limitation for classroom use is uTalk’s primary emphasis on vocabulary and pronunciation. The app does not provide structured opportunities for developing the full range of communicative skills—namely, interactive speaking, extended writing, reading for comprehension, or listening in authentic, contextualised situations. Most tasks are receptive or productive at the word/phrase level, lacking the discourse-level practice that is essential for genuine communicative competence – although I’ve highlighted at the outset that language learning apps are likely best suited as supplementary tools, rather than replacements for the comprehensive language learning experiences we typically engineer in our classrooms.
2. Solely decontextualised learning: In uTalk, vocabulary is introduced as standalone words or phrases organised by topic, but the practical significance and actual application of these terms are not readily apparent. Effective vocabulary acquisition typically relies on a broader array of strategies, uTalk’s exclusive focus on decontextualised items diminishes its effectiveness as a tool for robust vocabulary acquisition.
3. Over-reliance on self-managed and self-assessed learning: While autonomy is valuable, uTalk’s approach relies heavily on learners’ ability to self-monitor and self-assess. There is no automated, objective feedback on pronunciation accuracy (such as what speech recognition tools might provide), nor is there teacher mediation or peer feedback. This can be a double-edged sword: some learners may not notice persistent errors, while others may lack the metacognitive skills (e.g., very young learners) to evaluate their own performance effectively.
4. Lack of adaptive learning mechanisms: Unlike some competitors, uTalk does not use adaptive algorithms to tailor content or review schedules to individual learner needs, undermining the effects of its intended “spaced repetition”. It depends primarily on user behaviour rather than data-driven optimisation. For classrooms with diverse learners, this limits differentiation and may not support those who need more targeted review or scaffolding.
5. No integration with curriculum or assessment frameworks: uTalk operates independently of any established curriculum, syllabus, or external assessment framework (e.g., GCSE, IELTS, ACTFL). This makes it challenging for educators to map app content to learning objectives, track progress against standards, or integrate app-based activities with classroom instruction in a systematic way.

Pricing Models

Remember that learners can unlock languages and/or topics by earning uCoins through pure perseverance and sustained learning, when I was talking about the gamification design? This can also be skipped by paying. We need to remember uTalk is neither a charity nor an NGO/NPO. It’s still the product of a profit-seeking business that seeks monetisation strategies to sustain its development, albeit with a mission that is reasonable and offers potential benefits to the wider range of lower-resourced languages. In that light, uCoins are actually available for purchase within the app.

Subscription plans are also available if anyone wishes to gain full access to select languages (and its topics); or even full access to all language and topics as desired, though at a higher price. Similar to pricing models used in other apps, the monthly rate can be reduced by committing to a 6- or 12- month subscription.

What options are available for institutions seeking educational partnerships?

If we look at the uTalk app as default in app stores, we’d probably observe that it is fundamentally designed as a self-study tool, and not as a classroom management or teacher-facilitated platform. There are no features for us to curate content, assign tasks, monitor group progress, or intervene in real time. This limits its utility as a core classroom resource and positions it more as an optional supplement.

However, uTalk has extended clear invitations to schools to partner with them, aiming to embed their app more deeply into potential schools’ classroom language instruction. If your school establishes such a partnership, you’ll supposedly gain access to a dashboard that updates daily, enabling you to monitor student progress, identify top performers and those needing extra support, and even award certificates—all features as highlighted on their website.

Now, this is a version I’ve not personally tested, and I cannot comment further beyond what’s available on their website. Still, for colleagues who already find the default app a valuable classroom supplement, you may consider taking up the invitation so that you can tap into the enhanced functions (e.g., single sign-on options, integration with learning management system) to help systemic monitoring and classroom management.

Simple Verdict for uTalk

uTalk can stand out as a practical supplementary resource for language classrooms, particularly at the beginner and early intermediate levels. Its strengths—wide language coverage, visual vocabulary support, and gamified practice—make it an accessible tool for reinforcing basic vocabulary and pronunciation. However, its limitations in developing deeper communicative skills, contextual understanding, and adaptive feedback mean it works best alongside, rather than in place of, more comprehensive classroom instruction. For teachers seeking to diversify exposure to languages or provide engaging independent practice, uTalk can be a worthwhile addition, provided its role is clearly defined and expectations remain realistic.