Motivation and Proficiency in EFL: A case study using Duolingo

Abstract

This study examines the impact of Duolingo’s gamified features on motivation and proficiency in English as a Foreign Language (EFL) among secondary school students. Using a quasiexperimental design, 52 students aged 14 16 were divided into an experimental group using Duolingo and a control group receiving traditional instruction. Both groups took pre- and posttests in vocabulary, grammar, speaking, and writing, while the experimental group also completed surveys on motivation. Results showed that Duolingo significantly boosted motivation and vocabulary acquisition, with the experimental group improving 12% in overall proficiency compared to 6% in the control group. However, Duolingo’s effectiveness in enhancing speaking and writing skills was limited, suggesting it is best used as a supplementary tool. The study recommends integrating Duolingo with interactive teaching methods to develop well-rounded proficiency and suggests future enhancements like voice recognition to support speaking skills.