Vol. 13/ Núm. 3 2026 pág. 2950
https://doi.org/10.69639/arandu.v13i2.2451
Using Duolingo to Enhance Basic Writing Skills in A1 EFL
Fourth Grade Students
Uso de Duolingo para mejorar las habilidades básicas de escritura en estudiantes de
cuarto grado de inglés como lengua extranjera (A1)
Samantha Barberán
sabarberanp@ube.edu.ec
https://orcid.org/0009-0002-5792-7352
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Diana Carolina Egas Herrera
dcegash@ube.edu.ec
https://orcid.org/0000-0003-2878-0689
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Artículo recibido: 17 mayo 2026- Aceptado para publicación:28 junio 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study analyzed the use of Duolingo as a complementary learning tool to enhance basic
writing skills in A1 EFL fourth grade students. The research addressed the difficulties that young
learners present in grammar accuracy, vocabulary use, and sentence structure within English
writing activities. The study followed a mixed-method approach under an Action Research design
structured through the stages of diagnosis, planning, action, observation, and reflection. The
participants were 25 fourth grade students from an Ecuadorian primary educational institution.
Quantitative data were collected through a pre-test and post-test evaluated with a writing rubric,
while qualitative data were obtained through classroom observations focused on participation,
motivation, and engagement. The intervention consisted of integrating Duolingo activities into
regular English classes during a four-week period. The findings revealed improvements in
students’ writing performance after the intervention, particularly in sentence structure and
vocabulary use. Additionally, the qualitative results showed higher levels of participation and
motivation during classroom activities involving the application. The study concludes that
Duolingo may serve as an effective gamified learning tool to support writing development in
young EFL learners within primary education contexts.
Keywords: gamification, Duolingo, writing skills, EFL, primary education
Vol. 13/ Núm. 3 2026 pág. 2951
RESUMEN
Este estudio analizó el uso de Duolingo como herramienta de aprendizaje complementaria para
mejorar las habilidades básicas de escritura en estudiantes de cuarto grado de inglés como lengua
extranjera (EFL) de nivel A1. La investigación abordó las dificultades que presentan los jóvenes
estudiantes en cuanto a precisión gramatical, uso del vocabulario y estructura de oraciones en
actividades de escritura en inglés. El estudio siguió un enfoque de métodos mixtos bajo un diseño
de investigación-acción estructurado a través de las etapas de diagnóstico, planificación, acción,
observación y reflexión. Los participantes fueron 25 estudiantes de cuarto grado de una institución
de educación primaria ecuatoriana. Se recopilaron datos cuantitativos mediante una prueba previa
y una posterior evaluadas con una rúbrica de escritura, mientras que los datos cualitativos se
obtuvieron a través de observaciones en el aula centradas en la participación, la motivación y el
compromiso. La intervención consistió en integrar las actividades de Duolingo en las clases
regulares de inglés durante un período de cuatro semanas. Los hallazgos revelaron mejoras en el
desempeño de la escritura de los estudiantes después de la intervención, particularmente en la
estructura de oraciones y el uso del vocabulario. Además, los resultados cualitativos mostraron
mayores niveles de participación y motivación durante las actividades en el aula que involucraban
la aplicación. El estudio concluye que Duolingo puede servir como una herramienta de
aprendizaje gamificado eficaz para apoyar el desarrollo de la escritura en jóvenes estudiantes de
EFL en contextos de educación primaria.
Palabras claves: gamificación, Duolingo, habilidades de escritura, inglés como lengua
extranjera, educación primaria
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
Este estudio analizó el uso de Duolingo como herramienta de aprendizaje complementaria para
mejorar las habilidades básicas de escritura en estudiantes de cuarto grado de inglés como lengua
extranjera (EFL) de nivel A1. La investigación abordó las dificultades que presentan los jóvenes
estudiantes en cuanto a precisión gramatical, uso del vocabulario y estructura de oraciones en
actividades de escritura en inglés. El estudio siguió un enfoque de métodos mixtos bajo un diseño
de investigación-acción estructurado a través de las etapas de diagnóstico, planificación, acción,
observación y reflexión. Los participantes fueron 25 estudiantes de cuarto grado de una institución
de educación primaria ecuatoriana. Se recopilaron datos cuantitativos mediante una prueba previa
y una posterior evaluadas con una rúbrica de escritura, mientras que los datos cualitativos se
obtuvieron a través de observaciones en el aula centradas en la participación, la motivación y el
compromiso. La intervención consistió en integrar las actividades de Duolingo en las clases
regulares de inglés durante un período de cuatro semanas. Los hallazgos revelaron mejoras en el
desempeño de la escritura de los estudiantes después de la intervención, particularmente en la
estructura de oraciones y el uso del vocabulario. Además, los resultados cualitativos mostraron
mayores niveles de participación y motivación durante las actividades en el aula que involucraban
la aplicación. El estudio concluye que Duolingo puede servir como una herramienta de
aprendizaje gamificado eficaz para apoyar el desarrollo de la escritura en jóvenes estudiantes de
EFL en contextos de educación primaria.
Palabras claves: gamificación, Duolingo, habilidades de escritura, inglés como lengua
extranjera, educación primaria
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 3 2026 pág. 2952
INTRODUCTION
The teaching of English as a Foreign Language has evolved significantly due to the
integration of digital technologies in educational environments. Gamified learning tools have
emerged as innovative strategies that promote motivation and active participation among students
in different educational levels. Applications such as Duolingo incorporate game elements that
facilitate language acquisition through interactive exercises and immediate feedback. These tools
have been widely adopted in formal and informal learning contexts. However, their real
pedagogical impact on specific language skills remains under continuous academic discussion
(Godwin-Jones, 2020).
At the Latin American level, the incorporation of digital tools in EFL education has been
influenced by the need to improve learning outcomes in contexts with limited exposure to the
English language. Educational systems have begun to integrate mobile learning applications as
complementary resources to traditional instruction. Despite this trend, challenges persist in
achieving effective development of productive skills such as writing. Research has shown that
while digital tools enhance engagement and vocabulary acquisition, their influence on writing
competence is less conclusive (Gragera, 2024).
In the Ecuadorian context, particularly in primary education, students at the A1 level often
demonstrate difficulties in constructing basic sentences, using appropriate vocabulary, and
applying grammatical rules correctly in writing tasks. In the specific case of fourth grade students,
these challenges are more evident due to their early stage of language development. Although
teachers incorporate digital tools like Duolingo to support instruction, there is insufficient
empirical evidence regarding their effectiveness in improving writing skills in formal classroom
settings.
The relevance of this study lies in addressing this gap by analyzing the pedagogical
impact of Duolingo on writing skills in young learners. Understanding whether this application
contributes to measurable improvements in writing performance is essential for guiding
instructional practices. This research provides practical value for teachers seeking innovative
strategies to enhance writing instruction. Additionally, it contributes to the academic field by
generating evidence on the use of gamified tools in primary EFL education.
Regarding previous studies, Gamal (2025) aimed to evaluate the effect of Duolingo on
EFL students’ writing skills using a quantitative approach with pre-test and post-test measures.
The study analyzed components such as vocabulary, organization, and grammar. The results
showed improvements in overall writing performance, although variations were observed among
specific components. The study concluded that Duolingo can support writing development when
used as a complementary tool .
INTRODUCTION
The teaching of English as a Foreign Language has evolved significantly due to the
integration of digital technologies in educational environments. Gamified learning tools have
emerged as innovative strategies that promote motivation and active participation among students
in different educational levels. Applications such as Duolingo incorporate game elements that
facilitate language acquisition through interactive exercises and immediate feedback. These tools
have been widely adopted in formal and informal learning contexts. However, their real
pedagogical impact on specific language skills remains under continuous academic discussion
(Godwin-Jones, 2020).
At the Latin American level, the incorporation of digital tools in EFL education has been
influenced by the need to improve learning outcomes in contexts with limited exposure to the
English language. Educational systems have begun to integrate mobile learning applications as
complementary resources to traditional instruction. Despite this trend, challenges persist in
achieving effective development of productive skills such as writing. Research has shown that
while digital tools enhance engagement and vocabulary acquisition, their influence on writing
competence is less conclusive (Gragera, 2024).
In the Ecuadorian context, particularly in primary education, students at the A1 level often
demonstrate difficulties in constructing basic sentences, using appropriate vocabulary, and
applying grammatical rules correctly in writing tasks. In the specific case of fourth grade students,
these challenges are more evident due to their early stage of language development. Although
teachers incorporate digital tools like Duolingo to support instruction, there is insufficient
empirical evidence regarding their effectiveness in improving writing skills in formal classroom
settings.
The relevance of this study lies in addressing this gap by analyzing the pedagogical
impact of Duolingo on writing skills in young learners. Understanding whether this application
contributes to measurable improvements in writing performance is essential for guiding
instructional practices. This research provides practical value for teachers seeking innovative
strategies to enhance writing instruction. Additionally, it contributes to the academic field by
generating evidence on the use of gamified tools in primary EFL education.
Regarding previous studies, Gamal (2025) aimed to evaluate the effect of Duolingo on
EFL students’ writing skills using a quantitative approach with pre-test and post-test measures.
The study analyzed components such as vocabulary, organization, and grammar. The results
showed improvements in overall writing performance, although variations were observed among
specific components. The study concluded that Duolingo can support writing development when
used as a complementary tool .
Vol. 13/ Núm. 3 2026 pág. 2953
Similarly, Monny and Manurung (2024) conducted a classroom action research study to
determine the effectiveness of Duolingo in improving students’ writing skills. The methodology
involved iterative cycles of intervention and evaluation. The findings indicated a significant
reduction in writing errors and improvement in sentence construction. The authors concluded that
Duolingo positively influences writing skills when integrated systematically into instruction.
Mayasari (2025) focused on eleventh grade students using a quantitative design to
analyze the impact of Duolingo on writing skills. The research involved a sample of 50 students
and applied structured assessments. The results demonstrated improvements in students’ writing
abilities and positive attitudes toward the use of the application. The study concluded that
Duolingo enhances motivation and supports writing development in EFL contexts.
Malinda and Daulay (2024) conducted a mixed-method study based on students’
perceptions of Duolingo as a learning platform. The objective was to evaluate its effectiveness
across language skills. The results revealed that students perceived improvements in writing,
speaking, and reading skills due to the application’s interactive design. The study concluded that
Duolingo is an effective tool for improving general English proficiency, especially at beginner
levels.
Ta'amneh (2024) examined the effect of using Duolingo on developing EFL students’
vocabulary competence and attitudes toward English learning through a quantitative research
design. The study involved students who participated in Duolingo-based learning activities and
completed vocabulary assessments before and after the intervention. The findings revealed
significant improvements in vocabulary acquisition and positive attitudes toward the use of digital
learning applications. The study concluded that Duolingo supports language development by
increasing learners’ engagement and facilitating vocabulary retention.
Likewise, Ouyang and Zhang (2024) analyzed the effects of Duolingo as an AI-integrated
language learning technology on English language development. The study employed
quantitative and qualitative methods to evaluate learners’ performance and perceptions regarding
the platform. The results indicated that students improved their language proficiency while
demonstrating high levels of motivation and participation during learning activities. The authors
concluded that Duolingo provides an adaptive and engaging learning environment that supports
language acquisition through personalized practice opportunities.
Nguyen (2025) investigated the use of Duolingo to enhance vocabulary learning among
EFL students in Hanoi through a mixed-method research design. The study combined
questionnaires, interviews, and statistical analysis to evaluate students’ perceptions and learning
outcomes. The findings demonstrated positive attitudes toward the application and significant
vocabulary improvement among participants. The study concluded that Duolingo can be
effectively integrated into English instruction to strengthen language development and learner
autonomy.
Similarly, Monny and Manurung (2024) conducted a classroom action research study to
determine the effectiveness of Duolingo in improving students’ writing skills. The methodology
involved iterative cycles of intervention and evaluation. The findings indicated a significant
reduction in writing errors and improvement in sentence construction. The authors concluded that
Duolingo positively influences writing skills when integrated systematically into instruction.
Mayasari (2025) focused on eleventh grade students using a quantitative design to
analyze the impact of Duolingo on writing skills. The research involved a sample of 50 students
and applied structured assessments. The results demonstrated improvements in students’ writing
abilities and positive attitudes toward the use of the application. The study concluded that
Duolingo enhances motivation and supports writing development in EFL contexts.
Malinda and Daulay (2024) conducted a mixed-method study based on students’
perceptions of Duolingo as a learning platform. The objective was to evaluate its effectiveness
across language skills. The results revealed that students perceived improvements in writing,
speaking, and reading skills due to the application’s interactive design. The study concluded that
Duolingo is an effective tool for improving general English proficiency, especially at beginner
levels.
Ta'amneh (2024) examined the effect of using Duolingo on developing EFL students’
vocabulary competence and attitudes toward English learning through a quantitative research
design. The study involved students who participated in Duolingo-based learning activities and
completed vocabulary assessments before and after the intervention. The findings revealed
significant improvements in vocabulary acquisition and positive attitudes toward the use of digital
learning applications. The study concluded that Duolingo supports language development by
increasing learners’ engagement and facilitating vocabulary retention.
Likewise, Ouyang and Zhang (2024) analyzed the effects of Duolingo as an AI-integrated
language learning technology on English language development. The study employed
quantitative and qualitative methods to evaluate learners’ performance and perceptions regarding
the platform. The results indicated that students improved their language proficiency while
demonstrating high levels of motivation and participation during learning activities. The authors
concluded that Duolingo provides an adaptive and engaging learning environment that supports
language acquisition through personalized practice opportunities.
Nguyen (2025) investigated the use of Duolingo to enhance vocabulary learning among
EFL students in Hanoi through a mixed-method research design. The study combined
questionnaires, interviews, and statistical analysis to evaluate students’ perceptions and learning
outcomes. The findings demonstrated positive attitudes toward the application and significant
vocabulary improvement among participants. The study concluded that Duolingo can be
effectively integrated into English instruction to strengthen language development and learner
autonomy.
Vol. 13/ Núm. 3 2026 pág. 2954
Guaqueta and Castro-García (2023) investigated the effectiveness of Duolingo as a
Mobile-Assisted Language Learning tool among university EFL learners. The study employed a
quantitative design to analyze students’ language performance and engagement after using the
application for several weeks. The findings revealed improvements in vocabulary acquisition and
learner autonomy, while students reported positive perceptions toward the platform. The authors
concluded that Duolingo can support language development by promoting self-directed learning
and increasing opportunities for language practice (Guaqueta & Castro-García, 2023).
Zhang & Hasim (2023) examined the role of gamified language learning applications in
fostering student engagement and language achievement through a systematic review of empirical
studies. The review analyzed evidence from different educational contexts and language levels.
The results showed that gamification strategies contributed positively to motivation, participation,
and learning outcomes. The authors concluded that digital applications incorporating game
elements can strengthen language acquisition when integrated appropriately into educational
environments (Zhang & Hasim, 2023).
Loewen et al. (2020) explored language learning outcomes associated with the use of
Duolingo among second language learners. Using quantitative measures, the researchers
evaluated participants’ progress across different language competencies after sustained use of the
platform. The findings demonstrated measurable gains in language proficiency and highlighted
the value of frequent practice and immediate feedback. The study concluded that Duolingo can
function as an effective supplementary resource for language learning outside traditional
classroom settings (Loewen et al., 2020).
Munday (2016) analyzed university students’ perceptions of Duolingo as a
complementary language learning tool. The research employed surveys and qualitative feedback
to examine students’ experiences with the application. The results indicated that learners
perceived Duolingo as useful, motivating, and accessible for reinforcing language skills beyond
classroom instruction. The study concluded that the platform offers valuable opportunities for
independent learning and can enhance student engagement in foreign language education
(Munday, 2016).
Additionally, Fitriani (2025) conducted a systematic review of twenty research articles
focused on the effectiveness of Duolingo in language learning contexts. The objective of the study
was to analyze the impact of the application on different language skills including vocabulary,
reading, listening, speaking, and writing. The review revealed consistent evidence supporting the
effectiveness of Duolingo in promoting language proficiency and learner engagement across
diverse educational settings. The study concluded that Duolingo represents a valuable Mobile-
Assisted Language Learning tool capable of supporting multiple dimensions of language
acquisition.
Guaqueta and Castro-García (2023) investigated the effectiveness of Duolingo as a
Mobile-Assisted Language Learning tool among university EFL learners. The study employed a
quantitative design to analyze students’ language performance and engagement after using the
application for several weeks. The findings revealed improvements in vocabulary acquisition and
learner autonomy, while students reported positive perceptions toward the platform. The authors
concluded that Duolingo can support language development by promoting self-directed learning
and increasing opportunities for language practice (Guaqueta & Castro-García, 2023).
Zhang & Hasim (2023) examined the role of gamified language learning applications in
fostering student engagement and language achievement through a systematic review of empirical
studies. The review analyzed evidence from different educational contexts and language levels.
The results showed that gamification strategies contributed positively to motivation, participation,
and learning outcomes. The authors concluded that digital applications incorporating game
elements can strengthen language acquisition when integrated appropriately into educational
environments (Zhang & Hasim, 2023).
Loewen et al. (2020) explored language learning outcomes associated with the use of
Duolingo among second language learners. Using quantitative measures, the researchers
evaluated participants’ progress across different language competencies after sustained use of the
platform. The findings demonstrated measurable gains in language proficiency and highlighted
the value of frequent practice and immediate feedback. The study concluded that Duolingo can
function as an effective supplementary resource for language learning outside traditional
classroom settings (Loewen et al., 2020).
Munday (2016) analyzed university students’ perceptions of Duolingo as a
complementary language learning tool. The research employed surveys and qualitative feedback
to examine students’ experiences with the application. The results indicated that learners
perceived Duolingo as useful, motivating, and accessible for reinforcing language skills beyond
classroom instruction. The study concluded that the platform offers valuable opportunities for
independent learning and can enhance student engagement in foreign language education
(Munday, 2016).
Additionally, Fitriani (2025) conducted a systematic review of twenty research articles
focused on the effectiveness of Duolingo in language learning contexts. The objective of the study
was to analyze the impact of the application on different language skills including vocabulary,
reading, listening, speaking, and writing. The review revealed consistent evidence supporting the
effectiveness of Duolingo in promoting language proficiency and learner engagement across
diverse educational settings. The study concluded that Duolingo represents a valuable Mobile-
Assisted Language Learning tool capable of supporting multiple dimensions of language
acquisition.
Vol. 13/ Núm. 3 2026 pág. 2955
From a theoretical perspective, this study is grounded in constructivist learning theory,
which emphasizes active knowledge construction through interaction and experience. It also
draws on gamification theory, which highlights the role of game elements in increasing
motivation and engagement in learning processes. Additionally, communicative language
teaching supports the development of language skills through meaningful use of language in
context. These theoretical approaches justify the integration of digital tools like Duolingo in EFL
instruction.
This study proposes the integration of Duolingo as a pedagogical intervention to support
the development of basic writing skills among A1 EFL fourth grade students. The proposed
intervention combines gamified digital activities with regular classroom instruction and was
implemented through an Action Research framework. Its effectiveness was assessed through a
sequence that included a pre-test, the instructional intervention, classroom observations, a post-
test, and the triangulation of quantitative and qualitative data.
Based on this framework, the general objective of this study is to evaluate the
improvement in basic writing skills of A1 EFL fourth grade students through the use of Duolingo,
measured by means of a structured pre-test and post-test rubric. The specific objectives are to
diagnose the initial level of writing skills through a pre-test, to implement Duolingo as a learning
tool during the intervention process, and to evaluate the improvement in writing skills through a
post-test using the same rubric.
MATERIALS AND METHODS
Research Approach and Design
The present study was conducted under a mixed-method research approach which
integrates quantitative and qualitative data to provide a comprehensive understanding of the
impact of Duolingo on writing skills in A1 EFL students. The quantitative component focused on
measuring improvements in writing performance through numerical data obtained from structured
assessments. The qualitative component aimed to interpret students’ learning experiences and
classroom dynamics during the intervention process. This integration allowed a broader
interpretation of both measurable outcomes and contextual factors influencing learning (Creswell,
2014).
The research was framed within an applied type of study since it seeks to address a
specific educational problem related to writing difficulties in young EFL learners. Furthermore,
the study followed an Action Research approach structured through five stages: diagnosis,
planning, action, observation, and reflection. This methodological approach was selected because
it allows the researcher to implement pedagogical interventions within a real educational context
while simultaneously analyzing their impact on students’ learning processes.
From a theoretical perspective, this study is grounded in constructivist learning theory,
which emphasizes active knowledge construction through interaction and experience. It also
draws on gamification theory, which highlights the role of game elements in increasing
motivation and engagement in learning processes. Additionally, communicative language
teaching supports the development of language skills through meaningful use of language in
context. These theoretical approaches justify the integration of digital tools like Duolingo in EFL
instruction.
This study proposes the integration of Duolingo as a pedagogical intervention to support
the development of basic writing skills among A1 EFL fourth grade students. The proposed
intervention combines gamified digital activities with regular classroom instruction and was
implemented through an Action Research framework. Its effectiveness was assessed through a
sequence that included a pre-test, the instructional intervention, classroom observations, a post-
test, and the triangulation of quantitative and qualitative data.
Based on this framework, the general objective of this study is to evaluate the
improvement in basic writing skills of A1 EFL fourth grade students through the use of Duolingo,
measured by means of a structured pre-test and post-test rubric. The specific objectives are to
diagnose the initial level of writing skills through a pre-test, to implement Duolingo as a learning
tool during the intervention process, and to evaluate the improvement in writing skills through a
post-test using the same rubric.
MATERIALS AND METHODS
Research Approach and Design
The present study was conducted under a mixed-method research approach which
integrates quantitative and qualitative data to provide a comprehensive understanding of the
impact of Duolingo on writing skills in A1 EFL students. The quantitative component focused on
measuring improvements in writing performance through numerical data obtained from structured
assessments. The qualitative component aimed to interpret students’ learning experiences and
classroom dynamics during the intervention process. This integration allowed a broader
interpretation of both measurable outcomes and contextual factors influencing learning (Creswell,
2014).
The research was framed within an applied type of study since it seeks to address a
specific educational problem related to writing difficulties in young EFL learners. Furthermore,
the study followed an Action Research approach structured through five stages: diagnosis,
planning, action, observation, and reflection. This methodological approach was selected because
it allows the researcher to implement pedagogical interventions within a real educational context
while simultaneously analyzing their impact on students’ learning processes.
Vol. 13/ Núm. 3 2026 pág. 2956
The design adopted was pre-experimental with a pre-test and post-test structure applied
to a single group of participants. This design enabled the comparison of students’ writing
performance before and after the implementation of Duolingo as an instructional support tool.
Although no control group was included, this design is appropriate for exploratory educational
interventions conducted in authentic classroom settings (Hernández-Sampieri & Mendoza, 2018).
Participants
The population of the study consisted of fourth grade students from a primary educational
institution in Ecuador who are learning English as a foreign language at an A1 level. These
students are characterized by limited exposure to English outside the classroom and by presenting
difficulties in constructing simple written sentences using basic grammatical structures and
vocabulary.
The sample was composed of 25 students selected through a non-probabilistic
convenience sampling method. The selection was based on accessibility and the availability of
the group during the academic period in which the intervention was conducted. This type of
sampling is commonly used in educational Action Research studies where the researcher works
directly with an assigned classroom group.
Data Collection Techniques and Instruments
Regarding data collection techniques, the quantitative component employed structured
assessments through a pre-test and post-test to measure students’ writing skills. These
assessments were designed to evaluate grammar accuracy, vocabulary use, and sentence structure
through a standardized writing rubric. The rubric facilitated objective evaluation and comparison
of students’ performance before and after the intervention.
For the qualitative component, classroom observation was used to gather information
related to student participation, motivation, engagement, and interaction during the
implementation of Duolingo activities. The observations were registered through an observation
guide that included predefined categories associated with behavioral responses and task
completion during classroom activities.
The instruments used in this study included a structured writing rubric and an observation
guide. The rubric was organized into three dimensions which are grammar accuracy, vocabulary
use, and sentence structure. Each dimension contained performance descriptors that allowed the
classification of students’ writing proficiency levels. The observation guide included indicators
associated with participation and engagement during the intervention process.
To ensure the validity and reliability of the instruments, a pilot test was conducted with
students presenting characteristics similar to those of the study participants. In addition, the
instruments were reviewed by academic experts in EFL teaching to verify content validity and
appropriateness for the target population. These procedures contributed to improving the
consistency and credibility of the collected data (Creswell, 2014).
The design adopted was pre-experimental with a pre-test and post-test structure applied
to a single group of participants. This design enabled the comparison of students’ writing
performance before and after the implementation of Duolingo as an instructional support tool.
Although no control group was included, this design is appropriate for exploratory educational
interventions conducted in authentic classroom settings (Hernández-Sampieri & Mendoza, 2018).
Participants
The population of the study consisted of fourth grade students from a primary educational
institution in Ecuador who are learning English as a foreign language at an A1 level. These
students are characterized by limited exposure to English outside the classroom and by presenting
difficulties in constructing simple written sentences using basic grammatical structures and
vocabulary.
The sample was composed of 25 students selected through a non-probabilistic
convenience sampling method. The selection was based on accessibility and the availability of
the group during the academic period in which the intervention was conducted. This type of
sampling is commonly used in educational Action Research studies where the researcher works
directly with an assigned classroom group.
Data Collection Techniques and Instruments
Regarding data collection techniques, the quantitative component employed structured
assessments through a pre-test and post-test to measure students’ writing skills. These
assessments were designed to evaluate grammar accuracy, vocabulary use, and sentence structure
through a standardized writing rubric. The rubric facilitated objective evaluation and comparison
of students’ performance before and after the intervention.
For the qualitative component, classroom observation was used to gather information
related to student participation, motivation, engagement, and interaction during the
implementation of Duolingo activities. The observations were registered through an observation
guide that included predefined categories associated with behavioral responses and task
completion during classroom activities.
The instruments used in this study included a structured writing rubric and an observation
guide. The rubric was organized into three dimensions which are grammar accuracy, vocabulary
use, and sentence structure. Each dimension contained performance descriptors that allowed the
classification of students’ writing proficiency levels. The observation guide included indicators
associated with participation and engagement during the intervention process.
To ensure the validity and reliability of the instruments, a pilot test was conducted with
students presenting characteristics similar to those of the study participants. In addition, the
instruments were reviewed by academic experts in EFL teaching to verify content validity and
appropriateness for the target population. These procedures contributed to improving the
consistency and credibility of the collected data (Creswell, 2014).
Vol. 13/ Núm. 3 2026 pág. 2957
Action Research Procedure
Phase 1: Diagnosis
The first stage of the Action Research cycle consisted of diagnosing students’ initial
writing abilities through the application of a pre-test. This assessment evaluated students’
performance in grammar accuracy, vocabulary use, and sentence structure. The results obtained
during this phase allowed the identification of the main writing difficulties presented by the
participants and served as the basis for designing the intervention.
Phase 2: Planning
During the planning stage, the intervention was designed considering the writing
difficulties identified in the diagnostic phase. The researcher organized activities using Duolingo
as a complementary learning tool integrated into regular English classes. The intervention focused
on reinforcing basic vocabulary, sentence formation, and simple grammatical structures aligned
with the A1 level.
The intervention was planned for a four-week period consisting of three sessions per
week. Each session lasted approximately 40 minutes and included activities related to vocabulary
practice, sentence completion, translation exercises, and guided writing tasks. The teacher
provided instructional guidance to ensure that students correctly interacted with the platform and
completed the assigned activities.
Phase 3: Action
The action phase involved the implementation of the planned Duolingo activities during
regular classroom sessions. Students used the application individually under teacher supervision
while completing exercises designed to strengthen their writing abilities. The teacher facilitated
the integration of Duolingo into classroom instruction by connecting application activities with
classroom writing tasks and follow-up exercises.
Throughout the intervention, students participated in activities such as sentence
construction, vocabulary matching, translation exercises, and short guided writing tasks based on
the vocabulary and grammatical structures practiced within the application. These activities were
intended to reinforce students’ ability to produce basic written English sentences independently.
Phase 4: Observation
During the observation stage, qualitative data were collected through continuous
classroom observation. The researcher registered students’ levels of participation, motivation,
task completion, and interaction while using Duolingo during classroom activities. These
observations allowed the identification of behavioral patterns and students’ responses to the
integration of gamified learning within the English classroom.
Phase 5: Reflection
The final stage of the Action Research cycle consisted of reflecting on the outcomes of
the intervention through the analysis of both quantitative and qualitative data. The results obtained
Action Research Procedure
Phase 1: Diagnosis
The first stage of the Action Research cycle consisted of diagnosing students’ initial
writing abilities through the application of a pre-test. This assessment evaluated students’
performance in grammar accuracy, vocabulary use, and sentence structure. The results obtained
during this phase allowed the identification of the main writing difficulties presented by the
participants and served as the basis for designing the intervention.
Phase 2: Planning
During the planning stage, the intervention was designed considering the writing
difficulties identified in the diagnostic phase. The researcher organized activities using Duolingo
as a complementary learning tool integrated into regular English classes. The intervention focused
on reinforcing basic vocabulary, sentence formation, and simple grammatical structures aligned
with the A1 level.
The intervention was planned for a four-week period consisting of three sessions per
week. Each session lasted approximately 40 minutes and included activities related to vocabulary
practice, sentence completion, translation exercises, and guided writing tasks. The teacher
provided instructional guidance to ensure that students correctly interacted with the platform and
completed the assigned activities.
Phase 3: Action
The action phase involved the implementation of the planned Duolingo activities during
regular classroom sessions. Students used the application individually under teacher supervision
while completing exercises designed to strengthen their writing abilities. The teacher facilitated
the integration of Duolingo into classroom instruction by connecting application activities with
classroom writing tasks and follow-up exercises.
Throughout the intervention, students participated in activities such as sentence
construction, vocabulary matching, translation exercises, and short guided writing tasks based on
the vocabulary and grammatical structures practiced within the application. These activities were
intended to reinforce students’ ability to produce basic written English sentences independently.
Phase 4: Observation
During the observation stage, qualitative data were collected through continuous
classroom observation. The researcher registered students’ levels of participation, motivation,
task completion, and interaction while using Duolingo during classroom activities. These
observations allowed the identification of behavioral patterns and students’ responses to the
integration of gamified learning within the English classroom.
Phase 5: Reflection
The final stage of the Action Research cycle consisted of reflecting on the outcomes of
the intervention through the analysis of both quantitative and qualitative data. The results obtained
Vol. 13/ Núm. 3 2026 pág. 2958
from the post-test and classroom observations were interpreted to evaluate the effectiveness of
Duolingo in improving students’ basic writing skills. This reflective process contributed to
identifying strengths, limitations, and pedagogical implications associated with the
implementation of digital learning tools in EFL primary education contexts.
Data Analysis
For quantitative data analysis, the scores obtained from the pre-test and post-test were
analyzed using descriptive statistics. Mean scores and score differences were calculated to
determine the level of improvement in students’ writing skills after the intervention. The analysis
focused specifically on the dimensions of grammar accuracy, vocabulary use, and sentence
structure.
For qualitative analysis, the information collected through classroom observations was
organized into categories related to participation, motivation, interaction, and task engagement.
The integration of quantitative and qualitative findings allowed a broader interpretation of the
effectiveness of Duolingo as a pedagogical tool for enhancing writing skills in A1 EFL students.
Data Triangulation
The study employed methodological triangulation to strengthen the validity and
credibility of the findings. Quantitative data obtained through the pre-test and post-test provided
objective evidence regarding students’ progress in grammar accuracy, vocabulary use, and
sentence structure. Simultaneously, qualitative data collected through classroom observations
offered contextual information about students’ participation, motivation, engagement, and
interaction during the intervention process.
The integration of both sources of evidence allowed the researcher to compare and
complement the findings obtained through different instruments. Improvements identified in the
quantitative results were contrasted with the behavioral patterns observed during classroom
activities. For example, increases in writing performance were accompanied by higher levels of
participation, task completion, and learner engagement observed throughout the intervention.
This convergence of quantitative and qualitative findings provided a more comprehensive
understanding of the impact of Duolingo on students’ writing development.
Through this triangulation process, the study was able to validate the consistency of the
results from multiple perspectives and reduce the limitations associated with relying on a single
source of data. Consequently, the integration of quantitative and qualitative evidence strengthened
the interpretation of the findings and enhanced the overall rigor of the research process.
Operationalization of Variables
The variables of the study were operationalized in order to define how they would be
measured during the research process. The independent variable corresponds to the use of
Duolingo as a gamified learning tool, while the dependent variable refers to basic writing skills.
from the post-test and classroom observations were interpreted to evaluate the effectiveness of
Duolingo in improving students’ basic writing skills. This reflective process contributed to
identifying strengths, limitations, and pedagogical implications associated with the
implementation of digital learning tools in EFL primary education contexts.
Data Analysis
For quantitative data analysis, the scores obtained from the pre-test and post-test were
analyzed using descriptive statistics. Mean scores and score differences were calculated to
determine the level of improvement in students’ writing skills after the intervention. The analysis
focused specifically on the dimensions of grammar accuracy, vocabulary use, and sentence
structure.
For qualitative analysis, the information collected through classroom observations was
organized into categories related to participation, motivation, interaction, and task engagement.
The integration of quantitative and qualitative findings allowed a broader interpretation of the
effectiveness of Duolingo as a pedagogical tool for enhancing writing skills in A1 EFL students.
Data Triangulation
The study employed methodological triangulation to strengthen the validity and
credibility of the findings. Quantitative data obtained through the pre-test and post-test provided
objective evidence regarding students’ progress in grammar accuracy, vocabulary use, and
sentence structure. Simultaneously, qualitative data collected through classroom observations
offered contextual information about students’ participation, motivation, engagement, and
interaction during the intervention process.
The integration of both sources of evidence allowed the researcher to compare and
complement the findings obtained through different instruments. Improvements identified in the
quantitative results were contrasted with the behavioral patterns observed during classroom
activities. For example, increases in writing performance were accompanied by higher levels of
participation, task completion, and learner engagement observed throughout the intervention.
This convergence of quantitative and qualitative findings provided a more comprehensive
understanding of the impact of Duolingo on students’ writing development.
Through this triangulation process, the study was able to validate the consistency of the
results from multiple perspectives and reduce the limitations associated with relying on a single
source of data. Consequently, the integration of quantitative and qualitative evidence strengthened
the interpretation of the findings and enhanced the overall rigor of the research process.
Operationalization of Variables
The variables of the study were operationalized in order to define how they would be
measured during the research process. The independent variable corresponds to the use of
Duolingo as a gamified learning tool, while the dependent variable refers to basic writing skills.
Vol. 13/ Núm. 3 2026 pág. 2959
Table 1 presents the dimensions, indicators, techniques, and instruments used for their
measurement.
Table 1
Operationalization of variables
Variable Dimension Indicator Item Technique Instrument
Independent
variable: Use of
Duolingo
Gamified
learning
Frequency of
use
Use of app
during
sessions
Observation Observation
guide
Interaction Participation
level
Student
engagement Observation Observation
guide
Dependent
variable:
Writing skills
Grammar
accuracy
Correct use of
structures
Grammar use
in sentences Test Rubric
Vocabulary
use
Appropriate
word usage
Use of basic
vocabulary Test Rubric
Sentence
structure
Sentence
formation
Coherence of
sentences Test Rubric
Note. Prepared by the author
RESULTS
The results obtained during the intervention process are presented according to the
quantitative and qualitative components of the study. The quantitative findings were obtained
through the application of the pre-test and post-test focused on grammar accuracy, vocabulary
use, and sentence structure. The qualitative findings were collected through classroom
observations conducted during the implementation of Duolingo activities.
Quantitative Results
Writing performance was assessed through an analytic rubric with a maximum score of
10 points for each dimension. The rubric evaluated three dimensions: grammar accuracy,
vocabulary use, and sentence structure. Each dimension was scored on a scale from 1 to 10
according to predefined performance descriptors. The overall writing performance score was
calculated as the average of the three dimensions evaluated. Scores ranging from 1 to 4 were
classified as low performance, scores between 5 and 7 as medium performance, and scores
between 8 and 10 as high performance.
To facilitate interpretation, students demonstrating high performance were able to
construct simple sentences using appropriate vocabulary and basic grammatical structures with
few errors. Students classified within the medium level showed partial mastery of sentence
construction but still presented frequent grammatical or lexical inaccuracies. In contrast, students
Table 1 presents the dimensions, indicators, techniques, and instruments used for their
measurement.
Table 1
Operationalization of variables
Variable Dimension Indicator Item Technique Instrument
Independent
variable: Use of
Duolingo
Gamified
learning
Frequency of
use
Use of app
during
sessions
Observation Observation
guide
Interaction Participation
level
Student
engagement Observation Observation
guide
Dependent
variable:
Writing skills
Grammar
accuracy
Correct use of
structures
Grammar use
in sentences Test Rubric
Vocabulary
use
Appropriate
word usage
Use of basic
vocabulary Test Rubric
Sentence
structure
Sentence
formation
Coherence of
sentences Test Rubric
Note. Prepared by the author
RESULTS
The results obtained during the intervention process are presented according to the
quantitative and qualitative components of the study. The quantitative findings were obtained
through the application of the pre-test and post-test focused on grammar accuracy, vocabulary
use, and sentence structure. The qualitative findings were collected through classroom
observations conducted during the implementation of Duolingo activities.
Quantitative Results
Writing performance was assessed through an analytic rubric with a maximum score of
10 points for each dimension. The rubric evaluated three dimensions: grammar accuracy,
vocabulary use, and sentence structure. Each dimension was scored on a scale from 1 to 10
according to predefined performance descriptors. The overall writing performance score was
calculated as the average of the three dimensions evaluated. Scores ranging from 1 to 4 were
classified as low performance, scores between 5 and 7 as medium performance, and scores
between 8 and 10 as high performance.
To facilitate interpretation, students demonstrating high performance were able to
construct simple sentences using appropriate vocabulary and basic grammatical structures with
few errors. Students classified within the medium level showed partial mastery of sentence
construction but still presented frequent grammatical or lexical inaccuracies. In contrast, students
Vol. 13/ Núm. 3 2026 pág. 2960
in the low-performance category experienced difficulties organizing ideas, selecting appropriate
vocabulary, and applying basic grammatical rules in written tasks.
Table 2
Writing performance scale used in the study
Score
Range
Performance
Level Description
8 – 10 High Accurate use of grammar, vocabulary, and sentence
structure
5 – 7 Medium Partial mastery with occasional errors
1 – 4 Low Frequent difficulties in written language production
Note. Prepared by the author
Table 2 presents the performance scale used to classify students’ writing abilities
throughout the study. The classification criteria were established according to the descriptors
included in the writing rubric and allowed the interpretation of students’ progress before and after
the intervention. This scale served as the basis for analyzing changes in writing performance
across the evaluated dimensions.
Table 3
Pre-test and Post-test Mean Scores in Writing Skills
Writing Dimension Pre-test Mean Post-test Mean Improvement
Grammar accuracy 5.8 8.1 +2.3
Vocabulary use 6.0 8.5 +2.5
Sentence structure 5.5 8.0 +2.5
Overall writing performance 5.7 8.2 +2.5
Note. Prepared by the author
The results presented in Table 3 indicate a noticeable improvement in students’ writing
skills after the implementation of Duolingo activities. Grammar accuracy increased from a mean
score of 5.8 in the pre-test to 8.1 in the post-test. Vocabulary use demonstrated one of the highest
improvements with an increase of 2.5 points. Similarly, sentence structure improved considerably
after the intervention process. Overall writing performance showed a positive progression which
suggests that the integration of Duolingo contributed to the enhancement of students’ basic
writing skills.
Table 4
Percentage of Students According to Writing Performance Levels in the Pre-test
Performance Level Frequency Percentage
Low 14 56%
Medium 8 32%
High 3 12%
Total 25 100%
Note. Prepared by the author
in the low-performance category experienced difficulties organizing ideas, selecting appropriate
vocabulary, and applying basic grammatical rules in written tasks.
Table 2
Writing performance scale used in the study
Score
Range
Performance
Level Description
8 – 10 High Accurate use of grammar, vocabulary, and sentence
structure
5 – 7 Medium Partial mastery with occasional errors
1 – 4 Low Frequent difficulties in written language production
Note. Prepared by the author
Table 2 presents the performance scale used to classify students’ writing abilities
throughout the study. The classification criteria were established according to the descriptors
included in the writing rubric and allowed the interpretation of students’ progress before and after
the intervention. This scale served as the basis for analyzing changes in writing performance
across the evaluated dimensions.
Table 3
Pre-test and Post-test Mean Scores in Writing Skills
Writing Dimension Pre-test Mean Post-test Mean Improvement
Grammar accuracy 5.8 8.1 +2.3
Vocabulary use 6.0 8.5 +2.5
Sentence structure 5.5 8.0 +2.5
Overall writing performance 5.7 8.2 +2.5
Note. Prepared by the author
The results presented in Table 3 indicate a noticeable improvement in students’ writing
skills after the implementation of Duolingo activities. Grammar accuracy increased from a mean
score of 5.8 in the pre-test to 8.1 in the post-test. Vocabulary use demonstrated one of the highest
improvements with an increase of 2.5 points. Similarly, sentence structure improved considerably
after the intervention process. Overall writing performance showed a positive progression which
suggests that the integration of Duolingo contributed to the enhancement of students’ basic
writing skills.
Table 4
Percentage of Students According to Writing Performance Levels in the Pre-test
Performance Level Frequency Percentage
Low 14 56%
Medium 8 32%
High 3 12%
Total 25 100%
Note. Prepared by the author
Vol. 13/ Núm. 3 2026 pág. 2961
Table 4 shows that before the intervention most students were located within the low
performance level in writing skills. More than half of the participants demonstrated difficulties
related to grammar use, vocabulary selection, and sentence formation. Only a small percentage
of students achieved a high performance level during the diagnostic phase. These results
confirmed the necessity of implementing strategies to reinforce writing development in A1 EFL
learners.
Table 5
Percentage of Students According to Writing Performance Levels in the Post-test
Performance Level Frequency Percentage
Low 3 12%
Medium 9 36%
High 13 52%
Total 25 100%
Note. Prepared by the author
According to Table 5, students’ writing performance improved significantly after the
intervention. The percentage of students classified within the high performance level increased
from 12% to 52%. At the same time, the proportion of students in the low performance category
decreased considerably. These findings suggest that the use of Duolingo contributed positively to
the development of basic writing skills among the participants.
Table 6
Improvement by Writing Dimension
Writing Dimension Initial Score Final Score Percentage of Improvement
Grammar accuracy 5.8 8.1 39.6%
Vocabulary use 6.0 8.5 41.7%
Sentence structure 5.5 8.0 45.5%
Note. Prepared by the author
The data presented in Table 6 reveal that sentence structure showed the highest
percentage of improvement among the evaluated dimensions. Vocabulary use also demonstrated
a considerable increase after the intervention. Grammar accuracy improved positively although
students still presented minor difficulties related to basic grammatical rules. These findings
indicate that Duolingo activities were especially effective in reinforcing sentence construction
and vocabulary acquisition.
Table 4 shows that before the intervention most students were located within the low
performance level in writing skills. More than half of the participants demonstrated difficulties
related to grammar use, vocabulary selection, and sentence formation. Only a small percentage
of students achieved a high performance level during the diagnostic phase. These results
confirmed the necessity of implementing strategies to reinforce writing development in A1 EFL
learners.
Table 5
Percentage of Students According to Writing Performance Levels in the Post-test
Performance Level Frequency Percentage
Low 3 12%
Medium 9 36%
High 13 52%
Total 25 100%
Note. Prepared by the author
According to Table 5, students’ writing performance improved significantly after the
intervention. The percentage of students classified within the high performance level increased
from 12% to 52%. At the same time, the proportion of students in the low performance category
decreased considerably. These findings suggest that the use of Duolingo contributed positively to
the development of basic writing skills among the participants.
Table 6
Improvement by Writing Dimension
Writing Dimension Initial Score Final Score Percentage of Improvement
Grammar accuracy 5.8 8.1 39.6%
Vocabulary use 6.0 8.5 41.7%
Sentence structure 5.5 8.0 45.5%
Note. Prepared by the author
The data presented in Table 6 reveal that sentence structure showed the highest
percentage of improvement among the evaluated dimensions. Vocabulary use also demonstrated
a considerable increase after the intervention. Grammar accuracy improved positively although
students still presented minor difficulties related to basic grammatical rules. These findings
indicate that Duolingo activities were especially effective in reinforcing sentence construction
and vocabulary acquisition.
Vol. 13/ Núm. 3 2026 pág. 2962
Qualitative Results
Table 7
Classroom Observation Categories During the Intervention
Category Observation Findings
Participation Most students actively completed Duolingo activities during classroom
sessions
Motivation Students showed enthusiasm and interest when using gamified exercises
Interaction Learners collaborated with classmates during vocabulary and sentence
activities
Task
completion Students progressively completed writing tasks with greater independence
Engagement Students maintained attention for longer periods during digital activities
Note. Prepared by the author
The classroom observations revealed positive behavioral changes during the intervention
process. Students demonstrated increased participation and motivation while interacting with
Duolingo activities. The gamified characteristics of the application promoted active engagement
and encouraged students to complete writing tasks more confidently. Additionally, collaborative
interaction among classmates was observed during vocabulary and sentence construction
exercises.
Table 8
Observed Difficulties During the Intervention
Observed Difficulty Description
Grammar confusion Some students confused verb forms and sentence order
Vocabulary limitations Students occasionally lacked vocabulary to complete writing
tasks
Technological
adaptation
A few students initially required support to navigate the
application
Writing independence Some learners depended on teacher guidance during early
sessions
Note. Prepared by the author
Although positive outcomes were identified during the intervention, several challenges
were also observed. Some students experienced difficulties related to grammar accuracy and
limited vocabulary knowledge. Additionally, a small number of participants required support
during the initial stages of the intervention due to unfamiliarity with the digital platform. Despite
these challenges, students progressively demonstrated greater independence and confidence
throughout the intervention process.
Qualitative Results
Table 7
Classroom Observation Categories During the Intervention
Category Observation Findings
Participation Most students actively completed Duolingo activities during classroom
sessions
Motivation Students showed enthusiasm and interest when using gamified exercises
Interaction Learners collaborated with classmates during vocabulary and sentence
activities
Task
completion Students progressively completed writing tasks with greater independence
Engagement Students maintained attention for longer periods during digital activities
Note. Prepared by the author
The classroom observations revealed positive behavioral changes during the intervention
process. Students demonstrated increased participation and motivation while interacting with
Duolingo activities. The gamified characteristics of the application promoted active engagement
and encouraged students to complete writing tasks more confidently. Additionally, collaborative
interaction among classmates was observed during vocabulary and sentence construction
exercises.
Table 8
Observed Difficulties During the Intervention
Observed Difficulty Description
Grammar confusion Some students confused verb forms and sentence order
Vocabulary limitations Students occasionally lacked vocabulary to complete writing
tasks
Technological
adaptation
A few students initially required support to navigate the
application
Writing independence Some learners depended on teacher guidance during early
sessions
Note. Prepared by the author
Although positive outcomes were identified during the intervention, several challenges
were also observed. Some students experienced difficulties related to grammar accuracy and
limited vocabulary knowledge. Additionally, a small number of participants required support
during the initial stages of the intervention due to unfamiliarity with the digital platform. Despite
these challenges, students progressively demonstrated greater independence and confidence
throughout the intervention process.
Vol. 13/ Núm. 3 2026 pág. 2963
Conclusion of results
Overall, the quantitative and qualitative findings demonstrate that the integration of
Duolingo as a complementary instructional tool contributed positively to the improvement of
basic writing skills among A1 EFL fourth grade students. The results obtained through the pre-
test and post-test showed measurable progress in grammar accuracy, vocabulary use, and sentence
structure. Likewise, classroom observations revealed higher levels of participation, motivation,
and engagement during the intervention process.
DISCUSSION
The findings of this study demonstrate that the integration of Duolingo as a
complementary instructional tool contributed positively to the development of basic writing skills
among A1 EFL fourth grade students. The improvement observed in grammar accuracy,
vocabulary use, and sentence structure supports the growing body of evidence regarding the
effectiveness of digital language learning platforms. These findings are consistent with the studies
conducted by Gamal (2025), Monny and Manurung (2024), and Mayasari (2025), who reported
significant improvements in writing performance following the implementation of Duolingo-
based activities. Likewise, the systematic review developed by Fitriani (2025) identified
consistent evidence supporting the effectiveness of Duolingo across different language skills and
educational settings. The convergence of these findings suggests that the application creates
favorable conditions for language learning through repetitive practice, immediate feedback, and
active learner participation.
One of the most relevant outcomes of the intervention was the improvement in grammar
accuracy. Although grammar is often considered one of the most challenging aspects of foreign
language learning for young learners, students demonstrated greater control of basic structures
after the intervention. This improvement may be explained by the repetitive nature of Duolingo
activities, which expose learners to grammatical patterns in multiple contexts and require constant
reinforcement of language forms. Similar results were reported by Monny and Manurung (2024),
who observed a reduction in grammatical errors among EFL students after integrating Duolingo
into classroom instruction. Likewise, Gamal (2025) found improvements in grammar
performance through structured writing activities, while Loewen et al. (2020) argued that app-
based language learning facilitates the internalization of linguistic structures through repeated
exposure and corrective feedback.
Vocabulary use also showed substantial improvement during the intervention process.
This finding is particularly significant because vocabulary acquisition constitutes a fundamental
component of writing development at beginner proficiency levels. The positive results may be
associated with Duolingo’s use of spaced repetition, visual associations, contextualized examples,
and adaptive learning sequences. These findings coincide with those reported by Ta'amneh (2024)
Conclusion of results
Overall, the quantitative and qualitative findings demonstrate that the integration of
Duolingo as a complementary instructional tool contributed positively to the improvement of
basic writing skills among A1 EFL fourth grade students. The results obtained through the pre-
test and post-test showed measurable progress in grammar accuracy, vocabulary use, and sentence
structure. Likewise, classroom observations revealed higher levels of participation, motivation,
and engagement during the intervention process.
DISCUSSION
The findings of this study demonstrate that the integration of Duolingo as a
complementary instructional tool contributed positively to the development of basic writing skills
among A1 EFL fourth grade students. The improvement observed in grammar accuracy,
vocabulary use, and sentence structure supports the growing body of evidence regarding the
effectiveness of digital language learning platforms. These findings are consistent with the studies
conducted by Gamal (2025), Monny and Manurung (2024), and Mayasari (2025), who reported
significant improvements in writing performance following the implementation of Duolingo-
based activities. Likewise, the systematic review developed by Fitriani (2025) identified
consistent evidence supporting the effectiveness of Duolingo across different language skills and
educational settings. The convergence of these findings suggests that the application creates
favorable conditions for language learning through repetitive practice, immediate feedback, and
active learner participation.
One of the most relevant outcomes of the intervention was the improvement in grammar
accuracy. Although grammar is often considered one of the most challenging aspects of foreign
language learning for young learners, students demonstrated greater control of basic structures
after the intervention. This improvement may be explained by the repetitive nature of Duolingo
activities, which expose learners to grammatical patterns in multiple contexts and require constant
reinforcement of language forms. Similar results were reported by Monny and Manurung (2024),
who observed a reduction in grammatical errors among EFL students after integrating Duolingo
into classroom instruction. Likewise, Gamal (2025) found improvements in grammar
performance through structured writing activities, while Loewen et al. (2020) argued that app-
based language learning facilitates the internalization of linguistic structures through repeated
exposure and corrective feedback.
Vocabulary use also showed substantial improvement during the intervention process.
This finding is particularly significant because vocabulary acquisition constitutes a fundamental
component of writing development at beginner proficiency levels. The positive results may be
associated with Duolingo’s use of spaced repetition, visual associations, contextualized examples,
and adaptive learning sequences. These findings coincide with those reported by Ta'amneh (2024)
Vol. 13/ Núm. 3 2026 pág. 2964
and Nguyen (2025), who identified significant gains in vocabulary learning among EFL students
using the platform. Furthermore, Fitriani (2025) concluded that vocabulary acquisition represents
one of the language areas most consistently strengthened through Duolingo. The consistency of
these findings suggests that the platform effectively supports lexical development by increasing
the frequency and quality of exposure to new vocabulary items.
Interestingly, sentence structure exhibited the highest percentage of improvement among
the evaluated dimensions. This result indicates that students not only learned isolated words and
grammatical rules but also developed the ability to organize language into meaningful written
expressions. A possible explanation is that Duolingo requires learners to combine vocabulary and
grammar simultaneously through sentence-building exercises, translations, and contextualized
tasks. This interpretation aligns with the findings of Gamal (2025) and Mayasari (2025), who
observed notable progress in students’ ability to construct coherent written sentences. Similarly,
Godwin-Jones (2020) emphasized that mobile-assisted language learning environments promote
contextualized language use and facilitate the transition from isolated language knowledge to
functional communication skills.
The qualitative findings revealed a considerable increase in students’ motivation,
participation, and engagement throughout the intervention process. These results are particularly
important because motivation has long been recognized as a determining factor in successful
language acquisition. Students showed enthusiasm during classroom activities and demonstrated
greater willingness to participate in writing tasks than during traditional instruction. These
observations coincide with the findings reported by Malinda and Daulay (2024), who found that
learners perceived Duolingo as an engaging and effective learning platform. Similar conclusions
were reached by Munday (2016), who highlighted the motivational value of the application, and
by Zhang & Hasim (2023), whose systematic review demonstrated that gamification elements
positively influence learner participation and persistence. Additionally, Guaqueta and Castro-
García (2023) reported that students developed greater autonomy and self-directed learning habits
through the use of mobile language learning applications.
The positive outcomes observed in this study can also be interpreted through the lens of
constructivist learning theory. According to this perspective, knowledge is actively constructed
through interaction, exploration, and meaningful learning experiences. During the intervention,
students engaged directly with language tasks, received immediate feedback, and progressively
refined their writing performance through practice. This process reflects the constructivist
assumption that learning occurs when learners actively participate in the construction of
knowledge rather than passively receiving information. Furthermore, the findings align with the
principles of Communicative Language Teaching, which emphasize meaningful language use and
authentic communication as essential components of language development.
and Nguyen (2025), who identified significant gains in vocabulary learning among EFL students
using the platform. Furthermore, Fitriani (2025) concluded that vocabulary acquisition represents
one of the language areas most consistently strengthened through Duolingo. The consistency of
these findings suggests that the platform effectively supports lexical development by increasing
the frequency and quality of exposure to new vocabulary items.
Interestingly, sentence structure exhibited the highest percentage of improvement among
the evaluated dimensions. This result indicates that students not only learned isolated words and
grammatical rules but also developed the ability to organize language into meaningful written
expressions. A possible explanation is that Duolingo requires learners to combine vocabulary and
grammar simultaneously through sentence-building exercises, translations, and contextualized
tasks. This interpretation aligns with the findings of Gamal (2025) and Mayasari (2025), who
observed notable progress in students’ ability to construct coherent written sentences. Similarly,
Godwin-Jones (2020) emphasized that mobile-assisted language learning environments promote
contextualized language use and facilitate the transition from isolated language knowledge to
functional communication skills.
The qualitative findings revealed a considerable increase in students’ motivation,
participation, and engagement throughout the intervention process. These results are particularly
important because motivation has long been recognized as a determining factor in successful
language acquisition. Students showed enthusiasm during classroom activities and demonstrated
greater willingness to participate in writing tasks than during traditional instruction. These
observations coincide with the findings reported by Malinda and Daulay (2024), who found that
learners perceived Duolingo as an engaging and effective learning platform. Similar conclusions
were reached by Munday (2016), who highlighted the motivational value of the application, and
by Zhang & Hasim (2023), whose systematic review demonstrated that gamification elements
positively influence learner participation and persistence. Additionally, Guaqueta and Castro-
García (2023) reported that students developed greater autonomy and self-directed learning habits
through the use of mobile language learning applications.
The positive outcomes observed in this study can also be interpreted through the lens of
constructivist learning theory. According to this perspective, knowledge is actively constructed
through interaction, exploration, and meaningful learning experiences. During the intervention,
students engaged directly with language tasks, received immediate feedback, and progressively
refined their writing performance through practice. This process reflects the constructivist
assumption that learning occurs when learners actively participate in the construction of
knowledge rather than passively receiving information. Furthermore, the findings align with the
principles of Communicative Language Teaching, which emphasize meaningful language use and
authentic communication as essential components of language development.
Vol. 13/ Núm. 3 2026 pág. 2965
Another theoretical perspective that helps explain the findings is Mobile-Assisted
Language Learning. According to Ouyang and Zhang (2024), mobile learning technologies create
flexible, adaptive, and personalized learning environments that facilitate language acquisition
beyond traditional classroom limitations. In the present study, students interacted with English
content in a dynamic and accessible format that encouraged continuous practice and engagement.
This characteristic may explain why learners demonstrated sustained participation throughout the
intervention period. Moreover, the personalized feedback provided by the application may have
contributed to reducing anxiety and increasing students’ confidence when producing written
language.
The educational context of Ecuador provides additional insights into the interpretation of
the results. English instruction in many Ecuadorian schools is often limited by reduced classroom
exposure and restricted opportunities for language practice outside school hours. Under these
circumstances, digital tools such as Duolingo can serve as valuable resources for extending
language learning beyond the classroom environment. The positive outcomes observed in this
study suggest that the incorporation of mobile-assisted language learning applications may help
address persistent challenges related to writing development among young EFL learners.
Consequently, the findings have practical implications for teachers, curriculum designers, and
educational institutions seeking innovative approaches to improve English language instruction.
This study contributes to the growing body of research on gamification, mobile-assisted
language learning, and digital language education by providing evidence from a primary
education context through an Action Research framework. Unlike many previous studies that
focused primarily on vocabulary acquisition or general language proficiency, the present research
specifically examined the development of writing skills among young learners. The integration
of quantitative and qualitative findings provided a more comprehensive understanding of both
academic performance and learner behavior. Nevertheless, the study was limited by its relatively
small sample size and short intervention period. Future research should explore larger
populations, longer implementation periods, and comparative experimental designs to determine
the extent to which these findings can be generalized across different educational contexts and
proficiency levels.
Teacher reflection and pedagogical implications
Throughout the intervention process, several pedagogical adjustments were implemented
in response to students’ needs and classroom dynamics. During the initial sessions, some students
experienced difficulties navigating the application and understanding task instructions. As a
result, additional teacher guidance and modeling activities were incorporated to facilitate the use
of Duolingo and ensure that learners could focus on language practice rather than technological
challenges. These adjustments contributed to improving students’ participation and reducing
frustration during subsequent sessions.
Another theoretical perspective that helps explain the findings is Mobile-Assisted
Language Learning. According to Ouyang and Zhang (2024), mobile learning technologies create
flexible, adaptive, and personalized learning environments that facilitate language acquisition
beyond traditional classroom limitations. In the present study, students interacted with English
content in a dynamic and accessible format that encouraged continuous practice and engagement.
This characteristic may explain why learners demonstrated sustained participation throughout the
intervention period. Moreover, the personalized feedback provided by the application may have
contributed to reducing anxiety and increasing students’ confidence when producing written
language.
The educational context of Ecuador provides additional insights into the interpretation of
the results. English instruction in many Ecuadorian schools is often limited by reduced classroom
exposure and restricted opportunities for language practice outside school hours. Under these
circumstances, digital tools such as Duolingo can serve as valuable resources for extending
language learning beyond the classroom environment. The positive outcomes observed in this
study suggest that the incorporation of mobile-assisted language learning applications may help
address persistent challenges related to writing development among young EFL learners.
Consequently, the findings have practical implications for teachers, curriculum designers, and
educational institutions seeking innovative approaches to improve English language instruction.
This study contributes to the growing body of research on gamification, mobile-assisted
language learning, and digital language education by providing evidence from a primary
education context through an Action Research framework. Unlike many previous studies that
focused primarily on vocabulary acquisition or general language proficiency, the present research
specifically examined the development of writing skills among young learners. The integration
of quantitative and qualitative findings provided a more comprehensive understanding of both
academic performance and learner behavior. Nevertheless, the study was limited by its relatively
small sample size and short intervention period. Future research should explore larger
populations, longer implementation periods, and comparative experimental designs to determine
the extent to which these findings can be generalized across different educational contexts and
proficiency levels.
Teacher reflection and pedagogical implications
Throughout the intervention process, several pedagogical adjustments were implemented
in response to students’ needs and classroom dynamics. During the initial sessions, some students
experienced difficulties navigating the application and understanding task instructions. As a
result, additional teacher guidance and modeling activities were incorporated to facilitate the use
of Duolingo and ensure that learners could focus on language practice rather than technological
challenges. These adjustments contributed to improving students’ participation and reducing
frustration during subsequent sessions.
Vol. 13/ Núm. 3 2026 pág. 2966
The intervention also provided valuable insights into the relationship between motivation
and language learning among young EFL learners. It was observed that students responded more
positively to activities that included immediate feedback, visible progress indicators, and
achievable learning goals. This experience reinforced the importance of integrating engaging and
student-centered methodologies into English instruction. From a pedagogical perspective, the use
of gamified learning environments appears to create conditions that encourage active participation
and sustained engagement, particularly among learners who initially demonstrate low confidence
in their language abilities.
Another important lesson derived from the intervention was the need to balance
technology use with teacher mediation. Although Duolingo offered meaningful opportunities for
autonomous learning, students benefited most when digital activities were complemented by
classroom discussions, guided writing exercises, and teacher feedback. This observation suggests
that technological tools should not replace pedagogical interaction but rather serve as resources
that enrich and extend learning opportunities within the classroom.
From an Action Research perspective, the intervention contributed not only to students’
learning outcomes but also to the professional development of the teacher-researcher. The
continuous observation of students’ responses, the implementation of instructional adjustments,
and the analysis of learning outcomes promoted a deeper understanding of how digital tools can
be integrated effectively into EFL instruction. Consequently, the experience highlighted the value
of reflective teaching practices and reinforced the importance of adapting instructional decisions
according to students’ evolving learning needs. The integration of quantitative and qualitative
evidence through methodological triangulation strengthened the credibility of the findings by
demonstrating consistency between students’ improved writing performance and the positive
behavioral changes observed during the intervention process.
Beyond evaluating the effectiveness of a digital learning application, this study
contributes a pedagogical proposal based on the systematic integration of Duolingo into primary
EFL instruction. The proposal was validated through the Action Research cycle, which included
diagnosis through a pre-test, intervention planning, classroom implementation, continuous
observation, post-test assessment, and methodological triangulation. The consistency observed
between quantitative improvements in writing performance and qualitative evidence of increased
participation, motivation, and engagement supports the validity of the intervention as a practical
strategy for enhancing writing skills in young EFL learners. Therefore, the proposal may serve as
a replicable instructional model for similar educational contexts in Ecuador and other primary
education settings.
The intervention also provided valuable insights into the relationship between motivation
and language learning among young EFL learners. It was observed that students responded more
positively to activities that included immediate feedback, visible progress indicators, and
achievable learning goals. This experience reinforced the importance of integrating engaging and
student-centered methodologies into English instruction. From a pedagogical perspective, the use
of gamified learning environments appears to create conditions that encourage active participation
and sustained engagement, particularly among learners who initially demonstrate low confidence
in their language abilities.
Another important lesson derived from the intervention was the need to balance
technology use with teacher mediation. Although Duolingo offered meaningful opportunities for
autonomous learning, students benefited most when digital activities were complemented by
classroom discussions, guided writing exercises, and teacher feedback. This observation suggests
that technological tools should not replace pedagogical interaction but rather serve as resources
that enrich and extend learning opportunities within the classroom.
From an Action Research perspective, the intervention contributed not only to students’
learning outcomes but also to the professional development of the teacher-researcher. The
continuous observation of students’ responses, the implementation of instructional adjustments,
and the analysis of learning outcomes promoted a deeper understanding of how digital tools can
be integrated effectively into EFL instruction. Consequently, the experience highlighted the value
of reflective teaching practices and reinforced the importance of adapting instructional decisions
according to students’ evolving learning needs. The integration of quantitative and qualitative
evidence through methodological triangulation strengthened the credibility of the findings by
demonstrating consistency between students’ improved writing performance and the positive
behavioral changes observed during the intervention process.
Beyond evaluating the effectiveness of a digital learning application, this study
contributes a pedagogical proposal based on the systematic integration of Duolingo into primary
EFL instruction. The proposal was validated through the Action Research cycle, which included
diagnosis through a pre-test, intervention planning, classroom implementation, continuous
observation, post-test assessment, and methodological triangulation. The consistency observed
between quantitative improvements in writing performance and qualitative evidence of increased
participation, motivation, and engagement supports the validity of the intervention as a practical
strategy for enhancing writing skills in young EFL learners. Therefore, the proposal may serve as
a replicable instructional model for similar educational contexts in Ecuador and other primary
education settings.
Vol. 13/ Núm. 3 2026 pág. 2967
CONCLUSIONS
The present study demonstrated that the implementation of Duolingo as a complementary
learning tool contributed positively to the improvement of basic writing skills among A1 EFL
fourth grade students. The quantitative findings evidenced progress in grammar accuracy,
vocabulary use, and sentence structure after the intervention process. These results indicate that
the integration of gamified digital tools can support the development of writing abilities in early
English language learning contexts.
The qualitative findings also revealed that students showed higher levels of motivation,
participation, and engagement during classroom activities involving Duolingo. The interactive
and gamified characteristics of the application promoted a more dynamic learning environment
and encouraged students to participate actively in writing tasks. These observations reinforce the
pedagogical value of integrating mobile-assisted language learning tools into primary EFL
instruction.
From a methodological perspective, the Action Research approach allowed the
implementation and evaluation of a practical educational intervention within a real classroom
context. The integration of quantitative and qualitative data provided a broader understanding of
students’ learning processes and behavioral responses during the intervention. This
methodological combination strengthened the interpretation and credibility of the findings
obtained in the study.
This study contributes to the growing field of research on gamification and digital
learning in EFL education. The findings suggest that Duolingo may serve as an effective
instructional support tool for enhancing writing skills in young learners. Future research should
consider larger populations, extended intervention periods, and comparative experimental designs
to further explore the effectiveness of gamified applications in language learning environments.
CONCLUSIONS
The present study demonstrated that the implementation of Duolingo as a complementary
learning tool contributed positively to the improvement of basic writing skills among A1 EFL
fourth grade students. The quantitative findings evidenced progress in grammar accuracy,
vocabulary use, and sentence structure after the intervention process. These results indicate that
the integration of gamified digital tools can support the development of writing abilities in early
English language learning contexts.
The qualitative findings also revealed that students showed higher levels of motivation,
participation, and engagement during classroom activities involving Duolingo. The interactive
and gamified characteristics of the application promoted a more dynamic learning environment
and encouraged students to participate actively in writing tasks. These observations reinforce the
pedagogical value of integrating mobile-assisted language learning tools into primary EFL
instruction.
From a methodological perspective, the Action Research approach allowed the
implementation and evaluation of a practical educational intervention within a real classroom
context. The integration of quantitative and qualitative data provided a broader understanding of
students’ learning processes and behavioral responses during the intervention. This
methodological combination strengthened the interpretation and credibility of the findings
obtained in the study.
This study contributes to the growing field of research on gamification and digital
learning in EFL education. The findings suggest that Duolingo may serve as an effective
instructional support tool for enhancing writing skills in young learners. Future research should
consider larger populations, extended intervention periods, and comparative experimental designs
to further explore the effectiveness of gamified applications in language learning environments.
Vol. 13/ Núm. 3 2026 pág. 2968
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gamefulness: Defining gamification. Proceedings of the 15th International Academic
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Mayasari, E., & Apriyani, L. (2025). Leveling Up Writing Skills: The Effects of Duolingo on The
Eleventh Grade Students. Global Education Journal. https://doi.org/10.64008/bqmcyq11
Monny, M. O. E., & Manurung, E. A. P. (2024). Effectiveness of using Duolingo to improve
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Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/research-
design/book246125
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: Defining gamification. Proceedings of the 15th International Academic
MindTrek Conference, 9–15. https://dl.acm.org/doi/10.1145/2181037.2181040
Fitriani, F. (2025). Evidence-based perspectives on learning outcomes: Evaluating Duolingo’s
effectiveness in language learning. Curricula: Journal of Curriculum Development.
https://doi.org/10.17509/curricula.v3i2.75706
Gamal, A. H. (2025). Levelling up writing: Investigating Duolingo’s gamification effect on EFL
students’ writing skills. Electronic Journal of E-Learning Studies.
https://doi.org/10.12973/ejels.5.3.191
Godwin-Jones, R. (2020). Emerging spaces for language learning: AI bots, ambient intelligence,
and the metaverse. Language Learning & Technology. 24(3), 1-8.
https://doi.org/10.64152/10125/73501
Gragera, R. (2024). Motivation and proficiency in EFL: A case study using Duolingo.
ResearchGate. 10.33422/worldtle.v1i1.671
Guaqueta, C. A., & Castro-García, D. (2023). Mobile-assisted language learning and learner
autonomy through Duolingo use in EFL contexts. International Journal of Educational
Technology in Higher Education. https://doi.org/10.23887/jp2.v8i2.101960
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas
cuantitativa, cualitativa y mixta. McGraw-Hill.
https://www.mheducation.com.mx/metodologia-de-la-investigacion-las-rutas-
cuantitativa-cualitativa-y-mixta-9781456260965-latam
Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction
for developing receptive linguistic knowledge and oral communicative ability. Foreign
Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454
Malinda, E., & Daulay, N. (2024). The effectiveness of Duolingo as an English learning platform
for students. Electronic Journal of Education, Social Economic and Technology, 5(2),
63–69. https://doi.org/10.33122/ejeset.v5i2.242
Mayasari, E., & Apriyani, L. (2025). Leveling Up Writing Skills: The Effects of Duolingo on The
Eleventh Grade Students. Global Education Journal. https://doi.org/10.64008/bqmcyq11
Monny, M. O. E., & Manurung, E. A. P. (2024). Effectiveness of using Duolingo to improve
students’ writing skill. Journal of Education. https://doi.org/10.33122/ejeset.v5i2.242
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learning among EFL students. AsiaCALL Online Journal.
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language learning outcomes. International Review of Research in Open and Distributed
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Communicative-Language.pdf
Ta'amneh, I. M. (2024). The effect of using Duolingo on developing EFL students’ vocabulary
competence and attitudes toward English learning. Pakistan Journal of Life and Social
Sciences, 22(2), 11297–11307. https://doi.org/10.57239/PJLSS-2024-22.2.00853
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empirical research. Front. Psychol, 13, https://doi.org/10.3389/fpsyg.2022.1030790
Munday, P. (2016). The case for using Duolingo as part of the language classroom experience.
RIED: Revista Iberoamericana de Educación a Distancia, 19(1), 83–101.
https://doi.org/10.5944/ried.19.1.14581
Nguyen, T. Q. (2025). An investigation into the effect of using Duolingo to enhance vocabulary
learning among EFL students. AsiaCALL Online Journal.
https://doi.org/10.54855/acoj.251621
Ouyang, Z., & Zhang, M. (2024). The effects of Duolingo, an AI-integrated technology, on
language learning outcomes. International Review of Research in Open and Distributed
Learning, 25(3). https://doi.org/10.19173/irrodl.v25i3.7677
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
https://www.cambridge.org/elt/blog/wp-content/uploads/2019/10/Richards-
Communicative-Language.pdf
Ta'amneh, I. M. (2024). The effect of using Duolingo on developing EFL students’ vocabulary
competence and attitudes toward English learning. Pakistan Journal of Life and Social
Sciences, 22(2), 11297–11307. https://doi.org/10.57239/PJLSS-2024-22.2.00853
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of
empirical research. Front. Psychol, 13, https://doi.org/10.3389/fpsyg.2022.1030790