EXPLORING STUDENT'S EXPERIENCES OF USING DUOLINGO IN ENGLISH LEARNING OUTSIDE THE CLASSROOM
Keywords:
Duolingo, English language learning, educational technology, student experience, qualitative methodsAbstract
This study explores students’ experiences in using Duolingo as an English learning tool outside the classroom. Using qualitative and phenomenological methods, this study explores how students use Duolingo, the benefits they perceive, and the challenges they face. The results of semi-structured interviews with five participants showed that Duolingo provides high flexibility and accessibility, allowing students to learn anytime and anywhere. The gamification feature on Duolingo increases students’ motivation, although there are challenges such as consistency in use and distraction from other activities. The main benefits perceived by students include increased vocabulary, motivation to learn, and development of independent learning habits. However, challenges such as boredom and lack of in-depth explanations are obstacles. This study provides important insights for teachers, students, and application developers to maximize Duolingo’s potential in supporting English learning. Overall, Duolingo is effective as a learning support tool, but should be used as a complement to conventional methods.
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