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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Conjuguemos - Let's conjugate

Date of Publication


Target Group


Domain Area

Arts & Music

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)
Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features





Conjuguemos was started in 2000 by a Spanish teacher in Weston HS, (Weston, MA). He was not a fan of teaching verb conjugations and figured a computer program could do this task better than him and a bunch of worksheets. So, he started CONJUGUEMOS as a hobby and have kept at it for many years.
This site has about 3.5 million registered users and is used by hundreds of thousands of students a day to learn verbs. It is a community-sourced site: almost all the activities were created by teachers around the world and who have wanted to add to the site. Teachers approach him via the site, he makes the computer code, and they provide the word lists. Collaboration has been the highlight of the years working on this project.
This application has various games with which the students can have fun, using the same lists of words or verbs. Its use is quite friendly and intuitive, the teacher can easily add lists which match his/her target, especially in case of language for specific purposes at an elementary/intermediate level.

Case study

The resource was tested by a student of B1.3 level (CEFR). It was appreciated: the game activities were different from those usually presented in a language course and they were motivating, especially the crossword puzzle.
Language proficiency improved because it was a fun way to learn new words and to study vocabulary. ("It always works to use games for studying"). The programme, however, provided too common words and their quantity was also scarce. Also, the programme only allows one correct answer, although there would be more. There are no explanations of the errors (for example, it gives error even for a wrong accent and does not communicate it). As for the adjectives, one does not know whether to give the masculine, feminine or both forms; as for the nouns, one does not know whether to include the article, etc.; further, it is unclear whether points can be earned with exercises and, if so, what they are for. The rules of use should be explained more clearly to learn more effectively.
The resource could be motivating, because it offers different ways of studying vocabulary (a task that can be boring otherwise). It is probably especially suitable for very young students who often have more technical knowledge and are more interested in (video)games.
While it's not a never-before-seen product, it's quite innovative: it uses different and fun approaches to learn the same lists of words. However, some critical points were highlighted on a technical level. Among the different links to use, there was a bit of confusion: one did not work, the same one (shared with Google Classroom) did. Once the page was closed, it was difficult to find it again. On the platform it was not easy to understand its structure and all the functions and to access the activities.


The resource, as it is, can be used for general language course, but it is also possible to add lists of words or verbs created by the teacher. The ready-made activities are especially classical computer games which are accessible to the class or to the single student. Being specifically designed for learning vocabulary, the teacher can create a repository of linguistic corpora on different LSP sectors and adapt them to the learners' needs. Also grammar can be taught, by using the same games in the application. In the application, there are user's manual and faq.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


Adding new words or verbs is not so immediate, it is not possible to simply write down new words and having them added to the word list, but a special procedure must be followed. This limits the flexibility of the application. With this application, learning is memorizing, first: even if the game duration can be adjusted to the students, learning is warranted by repetition. Motivation is assured by the engaging characters who populate the interface and by the challenge of some of the games (some are also multiplayer games).
Conjuguemos can be easily adapted to any language and any language sector by creating word lists, especially if you use the ones already memorized. Students can also become aware of their mistakes and be monitored by the teacher.
To have more functions, it is advisable to open an account, even if it can be used without. Still more functions in case of fee payments.
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