No level is assigned by age: everyone either takes the test or starts at Pre-A1. The test starts at Pre-A1 and asks 10 questions per level in order (half grammar, half vocabulary/sentences); 8 of 10 (80%) passes the level and moves on. The first level not passed becomes the student's level (C2 if all are passed).
02
Lessons that stick
Every grammar lesson makes the student predict before the rule, discover the rule from examples, bridge Turkish and English, gives a memorable mnemonic and a rhythmic chant, has the student fix Hoot's typical Turkish-learner mistake, and ends with a one-sentence memory line. Check questions are inside the lesson; long lessons split in two and resume where you left off. Students can write their own note on each topic. The design draws on desirable difficulties, self-explanation and dual coding (Bjork & Bjork, 2011; Chi et al., 1994; Paivio, 1986).
03
Spaced repetition (words)
Words are reviewed with the Leitner box system: a word answered correctly comes back after 1, 3, 7, 14 and 30 days; a wrong answer sends it back to the start. Many studies show spaced practice clearly improves long-term retention (Ebbinghaus, 1885; Cepeda et al., 2006).
04
"Do you remember?" (grammar)
Every finished topic is checked with three questions after 1, 3, 7, 14 and 30 days; previously missed or unseen questions come first. 2 of 3 correct moves to the next interval; otherwise one step back and again tomorrow. Five successful reviews mark the topic as permanent.
05
Retrieval practice and instant feedback
Students try to recall rather than reread (testing effect; Roediger & Karpicke, 2006). Feedback is immediate; on a mistake the correct answer, an example sentence and the rule's reasoning are shown (Hattie & Timperley, 2007). The "I don't know" option encourages learning over guessing and is tracked separately in progress reports. The personal plan suggests a started-but-unfinished topic before a new one.
06
Mixed review and evening review
Mixed review asks questions from the topics a student has started, shuffled together (40% earlier mistakes, 40% correct answers, 20% new questions). Interleaving topics strengthens the ability to tell which rule a situation needs (Rohrer & Taylor, 2007; Kornell & Bjork, 2008). At 20:00, a 3-minute review reminder is sent if words or topics are due. "Memory power" in the progress report shows accuracy on words asked again after at least 7 days, and the topics that have become permanent.
07
Graded reading
350 reading texts (50 per level) have passed an independent review. Press and hold a word in a text to see its meaning in context, part of speech and pronunciation; texts can be listened to, and comprehension questions count toward level goals (extensive reading; Krashen, 2004).
08
Content quality
Words, example sentences, translations and grammar questions are systematically reviewed for a single correct answer, natural language, level appropriateness, accurate translation and child-appropriateness; every correction is logged. Every newly written question is read one by one before release: does it test the topic's own rule, does it have a single defensible answer, is there a "borderline" wrong option that everyday American English might accept? Questions that don't pass this reading never enter the app. Feedback from teachers is regularly incorporated.
Research behind the approach
These studies of spaced repetition, retrieval practice and language teaching inform the app’s approach to learning.
Bjork, E. L. & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher et al. (Eds.), Psychology and the Real World (pp. 56–64). Worth.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
Chi, M. T. H., de Leeuw, N., Chiu, M.-H. & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477.
The CMU Pronouncing Dictionary. Carnegie Mellon University.
Cook, G. (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford University Press.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.
Ebbinghaus, H. (1885). Über das Gedächtnis. Duncker & Humblot.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19(6), 585–592.
Krashen, S. (2004). The Power of Reading (2nd ed.). Libraries Unlimited.
Leitner, S. (1972). So lernt man lernen. Herder.
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.
Republic of Türkiye Ministry of National Education (2024). English Language Curriculum (Grades 2–8), Türkiye Yüzyılı Maarif Modeli. tymm.meb.gov.tr
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165–179.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235–253). Newbury House.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
WHAT · HOW · WHY
How is the starting level found?
Placement starts at Pre-A1 regardless of age; at least 8 correct answers out of 10 move the learner to the next level. Starting at Pre-A1 without a test is also possible.
Children find a starting point through their answers rather than a level assigned by age.
Step by step in the app
Choose Student, Parent or Teacher on Register. Students should use a nickname; complete the birth date, password and required parental consent. Teachers must enter their full name.
After registration, take placement or start from Pre-A1. Age does not assign a course level.
Placement starts at Pre-A1. At least 8 out of 10 correct answers advances you to the next course; the first course you do not pass becomes your study level.
Use Sign in to return to your account. Parents and teachers can also study and play; teacher verification is in Classes.
How is the starting level found?Real app · sample account · Turkish interface
WHAT · HOW · WHY
What happens in a grammar lesson?
150 grammar topics use short lessons: predict first, discover through examples, then practise. After a completed lesson, three-question memory checks return after 1, 3, 7, 14 and 30 days.
Explanations show the reason behind the rule; later checks provide a chance to retrieve it. At least two correct answers out of three advance the review interval.
Step by step in the app
Switch between Grammar and Sentence Structure in Lessons. Grammar topics follow a course map from Pre-A1 to C2.
Open the next lesson card or a topic on the map. Your course starts expanded; you can open other courses too. Topics are not locked.
Advance through the short lesson and tap options to answer its questions. Read explanations after mistakes and continue. Long lessons include a break and resume option.
Use Practice for topic questions and leave personal notes in the note field. Open the topic reading through Text and Questions tabs.
Track learning on topic cards. Do you remember? and Mixed review revisit topics you have studied.
What happens in a grammar lesson?Real app · sample account · Turkish interface
WHAT · HOW · WHY
What does Sentence Structure make visible?
50 chapters use coloured elements to show subjects, verbs, auxiliaries and other sentence parts. English examples, Turkish meanings and positive, negative and question forms can be compared.
Learners can see how a sentence is built, then try the chapter practice.
Step by step in the app
Open Sentence Structure from the Lessons tab or its own page. Expand a course and choose a chapter.
Colored sentence parts show where subjects, verbs, auxiliaries and other elements belong. Compare English examples with Turkish and listen using the audio button.
Study timelines, affirmative/negative/question patterns and common mistakes in tense chapters.
Open the chapter exercise. Tapping an option submits it; correct answers advance automatically, while mistakes show an explanation and continue button. Return to the chapter from results.
What does Sentence Structure make visible?Real app · sample account · Turkish interface
WHAT · HOW · WHY
How can learners understand an unfamiliar word?
350 graded texts let learners hold a word to see its meaning in that sentence and pronunciation. Audio, Turkish translations and comprehension questions are available.
Children can check meaning without leaving the text, then use questions to check comprehension.
Step by step in the app
Choose a course and story on Reading. Listen to the English text and open its Turkish translation with the translation button.
Press and hold a word for its meaning in that sentence and pronunciation.
On phones, swipe or tap between Text and Questions; you can also use the button at the end of the text.
Select all reading answers, then tap the results check button. These questions are evaluated together; review the results and explanations.
How can learners understand an unfamiliar word?Real app · sample account · Turkish interface
A LITTLE DISCOVERY
Try a question.
A real Pre-A1 question. Choose an option to explore the explanation.
Pre-A1 · am / is / are
I ___ a student.
am
Correct!
The speaker is saying they're a student, so the subject is “I”: am. “Is” is for someone else like he, she or it, and “are” is for you, we and they; neither goes with “I”. “Be” is the plain dictionary form; we never say “I be a student”, because with I it must change to am.
is
You can try again.
The speaker is saying they're a student, so the subject is “I”: am. “Is” is for someone else like he, she or it, and “are” is for you, we and they; neither goes with “I”. “Be” is the plain dictionary form; we never say “I be a student”, because with I it must change to am.
are
You can try again.
The speaker is saying they're a student, so the subject is “I”: am. “Is” is for someone else like he, she or it, and “are” is for you, we and they; neither goes with “I”. “Be” is the plain dictionary form; we never say “I be a student”, because with I it must change to am.
be
You can try again.
The speaker is saying they're a student, so the subject is “I”: am. “Is” is for someone else like he, she or it, and “are” is for you, we and they; neither goes with “I”. “Be” is the plain dictionary form; we never say “I be a student”, because with I it must change to am.
Explore more real app screens
Turkish interface and sample accounts. Separate captures for light and dark appearances.
A placement question
Answers help find a starting level.
A placement questionReal app · sample account · Turkish interface
After placement
The result shows a starting level and answers at each level.
After placementReal app · sample account · Turkish interface
Discover through examples
Compare examples and try to work out the rule.
Discover through examplesReal app · sample account · Turkish interface
Try what you understood
Check your understanding with a short question inside the lesson.
Try what you understoodReal app · sample account · Turkish interface
Understand a mistake
After a mistake, read the explanation, then continue.
Understand a mistakeReal app · sample account · Turkish interface
Practice with questions
Try what you learned in practice after the lesson.
Practice with questionsReal app · sample account · Turkish interface
NEXT STEP
Put your learning into practice.
Try prediction, discovery and retrieval in an actual lesson.
gevezebaykuş
Try. Recall. Discover.
