Vol. 13/ Núm. 3 2026 pág. 2807
https://doi.org/10.69639/arandu.v13i3.2573
The use of Duolingo to improve English vocabulary
acquisition in A1 students
El uso de Duolingo para mejorar la adquisición de vocabulario en inglés en estudiantes
de nivel A1
Johnny Segundo Campoverde López
jscampoverdel@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Ecuador – Durán
Josué Reinaldo Bonilla Tenesaca
rbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador – Durán
Artículo recibido: 10 agosto 2026- Aceptado para publicación:16 septiembre 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
Education is the acquiring of knowledge and skills. Learning English is a skillset-based learning
which means it will require different approaches and techniques. Technologyenhanced language
learning has offered new avenues towards vocabulary learning for English learners. The newest
method employed to meet the demands of learning English is through technology. Just as English
language learning means progressed, on a mobile phone basis Duolingo worked to innovate how
a new language may be learned. Research Subject The present research is intended to improve
vocabulary acquisition in the A1 students of Pelileo High School by means of Duolingo. It will
use a quasi-experimental design with an experimental group who used Duolingo and a control
group that had traditional instruction. Both groups take a pre-test and post-test in order to check
how well they have learned vocabulary. Research instruments were tests and questionnaire to
answer research questions. Mean differences in terms of vocabulary performance between pre-
and post-tests were wider in the experimental group than those measured with peer groups (the
control group without Duolingo), confirming that Duolingo is an effective digital tool for early-
stage language learners.
Keywords: duolingo platform, vocabulary acquisition, A1 students, improve, activities
RESUMEN
La educación es un proceso de aprendizaje de conocimientos y habilidades. Aprender inglés es
un aprendizaje basado en habilidades que requiere diversos enfoques y técnicas. La integración
Vol. 13/ Núm. 3 2026 pág. 2808
de la tecnología en la enseñanza de idiomas ha abierto nuevas vías para la adquisición de
vocabulario entre los estudiantes de inglés. El uso de la tecnología es la solución más reciente
para afrontar los retos del aprendizaje del inglés. Con el avance de los medios de aprendizaje del
inglés, Duolingo se esfuerza por innovar en el aprendizaje de idiomas a través del teléfono móvil.
El objetivo de esta investigación es explorar el uso de Duolingo para mejorar la adquisición de
vocabulario en estudiantes de nivel A1 del instituto Pelileo. Mediante un diseño
cuasiexperimental, se observaron dos grupos: un grupo experimental que utilizó Duolingo y un
grupo de control que siguió métodos de instrucción tradicionales. Ambos grupos realizaron una
prueba previa y una posterior para evaluar el aprendizaje de vocabulario. Los instrumentos de
investigación fueron pruebas y un cuestionario para responder a las preguntas de la investigación.
Los resultados indicaron una mejora significativa en el rendimiento léxico del grupo
experimental, lo que subraya la eficacia de Duolingo como herramienta digital para el desarrollo
del vocabulario en estudiantes de inglés en etapas tempranas.
Palabras clave: plataforma Duolingo, adquisición de vocabulario, estudiantes AI, mejorar,
actividades
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
de la tecnología en la enseñanza de idiomas ha abierto nuevas vías para la adquisición de
vocabulario entre los estudiantes de inglés. El uso de la tecnología es la solución más reciente
para afrontar los retos del aprendizaje del inglés. Con el avance de los medios de aprendizaje del
inglés, Duolingo se esfuerza por innovar en el aprendizaje de idiomas a través del teléfono móvil.
El objetivo de esta investigación es explorar el uso de Duolingo para mejorar la adquisición de
vocabulario en estudiantes de nivel A1 del instituto Pelileo. Mediante un diseño
cuasiexperimental, se observaron dos grupos: un grupo experimental que utilizó Duolingo y un
grupo de control que siguió métodos de instrucción tradicionales. Ambos grupos realizaron una
prueba previa y una posterior para evaluar el aprendizaje de vocabulario. Los instrumentos de
investigación fueron pruebas y un cuestionario para responder a las preguntas de la investigación.
Los resultados indicaron una mejora significativa en el rendimiento léxico del grupo
experimental, lo que subraya la eficacia de Duolingo como herramienta digital para el desarrollo
del vocabulario en estudiantes de inglés en etapas tempranas.
Palabras clave: plataforma Duolingo, adquisición de vocabulario, estudiantes AI, mejorar,
actividades
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. 2809
INTRODUCTION
Over the last few years, some technology supports have been introduced to assist in the
educational realm — giving teachers dynamic tools to enhance the teaching and learning process.
With language learning technology creates a learner-centered environment. It enables teachers to
develop various types of classes that encourage the kids to be interested in their studies.
Additionally, it gives courses to comprehend out of the service to develop substantially more
intuitive learning by using the objective language. Therefore, prior survey-based research has
examined multiple facets of the role of technology in predominant educational so that two forms
m. As was shown by TrujilloTrujillo (2024), in corporate language training, technology has
merged with the classroom experience increasing the various forms of lessons while at the same
time helping memory and retention of a new language. At the same time, Ibarra Núñez (2025),
states that, technology has a significant impact on both teaching processes and, for this reason, it
has generated new dynamics in our educational and socioeconomic context as can be seen in the
classrooms of some public institutions. That is why the Duolingo platform has become very
accepted in Ecuadorian students. This is more convenient than the assignments and media that
academics have to work with as per Nurhayati & Maman Suryaman (2024). It stands to means
that it would be simple enough to make it user-friendly, so you will not have a problem using in
the classroom. As well as this, its user-friendly interface makes it something useful to add into a
lesson, particularly for A1 learners. Therefore, teachers and students use available technological
resources to create communicative networks that optimize the planning and development of
training, while promoting a critical construction of thought and autonomy from a continuous
educational approach Koehler et al. (2023). Furthermore, in this role as co-facilitators or
knowledge guides, teachers have to keep on searching and putting into practice different network
tools integrated in their classroom. According to Zawacki-Richter et al. (2019), information is
deposited on the network. Thus the teacher is no longer a data communicator, rather, they become
hiker or wanderer of cyberspace. However, there are those English teachers who pass on
knowledge in a conventional manner without taking advantage of all that technology and digital
media by which students seem so familiar. Goal of the study
To assess the impact of the Duolingo Learning Platform to improve vocabulary acquisition
in A1 learners.
Research questions
• How useful is the Duolingo app for vocabulary acquisition compared with traditional
methods?
• What do students think about the learning strategies they use to learn vocabulary in their
classes?
INTRODUCTION
Over the last few years, some technology supports have been introduced to assist in the
educational realm — giving teachers dynamic tools to enhance the teaching and learning process.
With language learning technology creates a learner-centered environment. It enables teachers to
develop various types of classes that encourage the kids to be interested in their studies.
Additionally, it gives courses to comprehend out of the service to develop substantially more
intuitive learning by using the objective language. Therefore, prior survey-based research has
examined multiple facets of the role of technology in predominant educational so that two forms
m. As was shown by TrujilloTrujillo (2024), in corporate language training, technology has
merged with the classroom experience increasing the various forms of lessons while at the same
time helping memory and retention of a new language. At the same time, Ibarra Núñez (2025),
states that, technology has a significant impact on both teaching processes and, for this reason, it
has generated new dynamics in our educational and socioeconomic context as can be seen in the
classrooms of some public institutions. That is why the Duolingo platform has become very
accepted in Ecuadorian students. This is more convenient than the assignments and media that
academics have to work with as per Nurhayati & Maman Suryaman (2024). It stands to means
that it would be simple enough to make it user-friendly, so you will not have a problem using in
the classroom. As well as this, its user-friendly interface makes it something useful to add into a
lesson, particularly for A1 learners. Therefore, teachers and students use available technological
resources to create communicative networks that optimize the planning and development of
training, while promoting a critical construction of thought and autonomy from a continuous
educational approach Koehler et al. (2023). Furthermore, in this role as co-facilitators or
knowledge guides, teachers have to keep on searching and putting into practice different network
tools integrated in their classroom. According to Zawacki-Richter et al. (2019), information is
deposited on the network. Thus the teacher is no longer a data communicator, rather, they become
hiker or wanderer of cyberspace. However, there are those English teachers who pass on
knowledge in a conventional manner without taking advantage of all that technology and digital
media by which students seem so familiar. Goal of the study
To assess the impact of the Duolingo Learning Platform to improve vocabulary acquisition
in A1 learners.
Research questions
• How useful is the Duolingo app for vocabulary acquisition compared with traditional
methods?
• What do students think about the learning strategies they use to learn vocabulary in their
classes?
Vol. 13/ Núm. 3 2026 pág. 2810
• How motivated do students feel when they use the Duolingo app to learn English
vocabulary?
Digital learning, through online platforms, digitalized resources and virtual classrooms has
the potential to provide students a more flexible and individualized education which may be
accessed at any time from anywhere (Caise Álvarez et al., 2025; Zawacki-Richter et al., 2019).
This lays the groundwork for technology-enhanced learning (TEL) which is abutted with various
factors such as investigating and integrating tablets, smartboards, virtual and augmented reality
erosion or graphic devices and artificial intelligence tools to simplify complex learning concepts
(Koehler et al., 2023). This allows students to learn in an inclusive, adaptive, and lifelong manner
using AI-powered models and microlearning platforms leading to enhanced engagement and
motivation among the students (Zawacki-Richter et al., 2019). To that end, Duolingo programed
by Luis von Ahn and Severin Hacker can be accessed via web on a desktop computer or cell
phone or tablet (also known as smart device). The app gives a series of lessons, grouped into
skills. The goal of this app is to teach vocabulary, grammar and to bring students up to an A2
level if all modules are completed. One of the main features of Duolingo is spaced repetition.
This technique is widely known to be an excellent way to acquire vocabulary.
Along with spaced repetition, the skills to be practiced in each lesson are interleaved (so
one might do translation one practice and pronunciation the next), along with different activities
(recognizing a word from a picture, writing down what you hear etc.). In the very latest research
on learning, spaced-out practice, interleaving, and variety are the three elements that turn out to
greater mastery as well as longer retention and variety. This means that Duolingo appears to
leverage all three of these modes (Nuñez-Barriopedro, 2020; Zhang, 2025). What this app also
does is it provides instant feedback to users after every task. As Namaziandost & Çakmak (2025)
identify in their study, this feedback is not just basic multiple choice but other versions that are
appropriate. It often also contains a discussion section where users can iron out semantic
differences or potential pitfalls with the activity or the solution provided. This has led to extensive
global research on its efficacy.
As an example, Pramesti et al. (2025) consider Duolingo as a tool for learning vocabulary
that seems to be a potential tool for improving vocab. It appears to have had a beneficial impact
on motivational issues too, as students were clearly more interested in learning English with the
App. Besides that, as Nurhayati & Maman Suryaman (2024) said,
Duolingo has a positive influence on students' language achievement. Finally, another
evidence of Duolingo´s positive influence is a study reported by Sutraeni et al. (2025) that proved
learners increased their vocabulary and developed a better attitude to learn languages because the
content dynamic nature was fun to practice. Moreover, the students appeared to be relatively
engaged too when they were introduced to Duolingo. This search is in accordance with
Puspitasari et al. (2025) who state that the category of technology tools, and how teachers utilize
• How motivated do students feel when they use the Duolingo app to learn English
vocabulary?
Digital learning, through online platforms, digitalized resources and virtual classrooms has
the potential to provide students a more flexible and individualized education which may be
accessed at any time from anywhere (Caise Álvarez et al., 2025; Zawacki-Richter et al., 2019).
This lays the groundwork for technology-enhanced learning (TEL) which is abutted with various
factors such as investigating and integrating tablets, smartboards, virtual and augmented reality
erosion or graphic devices and artificial intelligence tools to simplify complex learning concepts
(Koehler et al., 2023). This allows students to learn in an inclusive, adaptive, and lifelong manner
using AI-powered models and microlearning platforms leading to enhanced engagement and
motivation among the students (Zawacki-Richter et al., 2019). To that end, Duolingo programed
by Luis von Ahn and Severin Hacker can be accessed via web on a desktop computer or cell
phone or tablet (also known as smart device). The app gives a series of lessons, grouped into
skills. The goal of this app is to teach vocabulary, grammar and to bring students up to an A2
level if all modules are completed. One of the main features of Duolingo is spaced repetition.
This technique is widely known to be an excellent way to acquire vocabulary.
Along with spaced repetition, the skills to be practiced in each lesson are interleaved (so
one might do translation one practice and pronunciation the next), along with different activities
(recognizing a word from a picture, writing down what you hear etc.). In the very latest research
on learning, spaced-out practice, interleaving, and variety are the three elements that turn out to
greater mastery as well as longer retention and variety. This means that Duolingo appears to
leverage all three of these modes (Nuñez-Barriopedro, 2020; Zhang, 2025). What this app also
does is it provides instant feedback to users after every task. As Namaziandost & Çakmak (2025)
identify in their study, this feedback is not just basic multiple choice but other versions that are
appropriate. It often also contains a discussion section where users can iron out semantic
differences or potential pitfalls with the activity or the solution provided. This has led to extensive
global research on its efficacy.
As an example, Pramesti et al. (2025) consider Duolingo as a tool for learning vocabulary
that seems to be a potential tool for improving vocab. It appears to have had a beneficial impact
on motivational issues too, as students were clearly more interested in learning English with the
App. Besides that, as Nurhayati & Maman Suryaman (2024) said,
Duolingo has a positive influence on students' language achievement. Finally, another
evidence of Duolingo´s positive influence is a study reported by Sutraeni et al. (2025) that proved
learners increased their vocabulary and developed a better attitude to learn languages because the
content dynamic nature was fun to practice. Moreover, the students appeared to be relatively
engaged too when they were introduced to Duolingo. This search is in accordance with
Puspitasari et al. (2025) who state that the category of technology tools, and how teachers utilize
Vol. 13/ Núm. 3 2026 pág. 2811
these tools, are placed really strongly for learners' vocabulary improvement. The main findings
of this study indicated that Duolingo had a significant impact as a tool for learning English
language in the classroom; it can be a great learning tool that improves vocabulary while
motivating and promotes better performance in English classes.
According to Hasan & Benny (2025), vocabulary learning is at the center of language
learning and language use. It is the essence that imbibes character to a language. Speakers of a
particular language cannot express the meaning and communicate with each other without
vocabulary. Vocabulary is one of the key aspects in language teaching; Edward explains that
students need to keep studying lexemes taught through pragmatics and phonology. Vocabulary
learning contributes to foreign language learning purposes too. Very often the meaning of new
words is highlighted, be it in books or through direct conversation. Vocabulary is central to
language learning and pedagogy; few today would deny the importance of vocabulary for second
(and foreign) language learners.
Vocabulary is a basic for someone who wants to study a foreign language (Nation, 2017).
As vocabulary research becomes an increasing focus in applied linguistics and language teaching,
new methods for assessing vocabulary will be needed (Aiello & Willem, 2004; Smith et al.,
2024). On the other hand, (Nation, 2017) also stated that vocabulary is at the core of English
language instruction. Without proper command of running vocabulary, pupils cannot understand
others or they cannot speak about these thoughts. The meaning of new words is stressed so often,
both in books and study lessons, that it creates great importance to vocabulary learning as this
process has become an integral part of foreign language acquisition. It is also a language
education hub, and it has great significance for language learners (Hasan & Benny, 2025).
MATERIALS AND METHOD
This study uses a quasi-experimental, control versus experimental amends. It is
implemented with the principles of action research which means that it has a real classroom
context and can be reflectively and practicably improved. In the research, the use of the Duolingo
platform is the independent variable and, English vocabulary acquisition.
The population of this study comprised 1,545 students from Pelileo High School.
And here is where 7student Final score sample of this population that was convened
includes 76 students: with a range aged from 13 to 15 years of age. We completed the selection
of these students whose adscription to a A1-level English course allowed us to aim at the best
suited cohort for analyzing vocabulary acquisition through the Duolingo platform. Duolingo was
used as a vocabulary trainer and the sample was separated into an experimental group, trained
through Duolingo, and a control group that continued traditional English instruction. A purposive
sampling method was used as participants were deliberately selected based on their English
proficiency level and research aim relevance. It allowed you to do an analysis of the impact of
these tools, are placed really strongly for learners' vocabulary improvement. The main findings
of this study indicated that Duolingo had a significant impact as a tool for learning English
language in the classroom; it can be a great learning tool that improves vocabulary while
motivating and promotes better performance in English classes.
According to Hasan & Benny (2025), vocabulary learning is at the center of language
learning and language use. It is the essence that imbibes character to a language. Speakers of a
particular language cannot express the meaning and communicate with each other without
vocabulary. Vocabulary is one of the key aspects in language teaching; Edward explains that
students need to keep studying lexemes taught through pragmatics and phonology. Vocabulary
learning contributes to foreign language learning purposes too. Very often the meaning of new
words is highlighted, be it in books or through direct conversation. Vocabulary is central to
language learning and pedagogy; few today would deny the importance of vocabulary for second
(and foreign) language learners.
Vocabulary is a basic for someone who wants to study a foreign language (Nation, 2017).
As vocabulary research becomes an increasing focus in applied linguistics and language teaching,
new methods for assessing vocabulary will be needed (Aiello & Willem, 2004; Smith et al.,
2024). On the other hand, (Nation, 2017) also stated that vocabulary is at the core of English
language instruction. Without proper command of running vocabulary, pupils cannot understand
others or they cannot speak about these thoughts. The meaning of new words is stressed so often,
both in books and study lessons, that it creates great importance to vocabulary learning as this
process has become an integral part of foreign language acquisition. It is also a language
education hub, and it has great significance for language learners (Hasan & Benny, 2025).
MATERIALS AND METHOD
This study uses a quasi-experimental, control versus experimental amends. It is
implemented with the principles of action research which means that it has a real classroom
context and can be reflectively and practicably improved. In the research, the use of the Duolingo
platform is the independent variable and, English vocabulary acquisition.
The population of this study comprised 1,545 students from Pelileo High School.
And here is where 7student Final score sample of this population that was convened
includes 76 students: with a range aged from 13 to 15 years of age. We completed the selection
of these students whose adscription to a A1-level English course allowed us to aim at the best
suited cohort for analyzing vocabulary acquisition through the Duolingo platform. Duolingo was
used as a vocabulary trainer and the sample was separated into an experimental group, trained
through Duolingo, and a control group that continued traditional English instruction. A purposive
sampling method was used as participants were deliberately selected based on their English
proficiency level and research aim relevance. It allowed you to do an analysis of the impact of
Vol. 13/ Núm. 3 2026 pág. 2812
Duolingo in a focused and contextually appropriate manner for a few thousand beginner-level
EFL learners.
The research was carried out in the city of San Pedro de Pelileo in a public educational
institution, specifically at Pelileo High School. This school recognizes two shifts, morning
(elementary school, junior highschool and highscool) and afternoon (junior highschool and
highschool). The subject of this research is the morning shift which, in this case, consists of 76
students still undergoing an A1 English course. These learners are aged 13–15 y/o and attend
classes twice a week, with an English lesson that follows a communications-learner centered
approach.
A script was created (i.e. research structure) to follow how this study should be developed
and conducted. This systematic approach ensured that each step (from protocol, including the
eligible participants and assessment to collection process, analysis and follow-up/reflection) was
logically consistent with the overall aims of the study and its associated research questions. The
methodology employed was based on the implicit rules of applied action research; therefore, it
encompassed diagnostic and evaluative elements to evaluate whether or not Duolingo was
effective in promoting vocabulary acquisition among A1 level students. This process is cyclical
and reflective, and the stages align with classroom-based research: plan, assess, intervene. The
next table describes every step of the research process, what and why they are applied, and their
precise applications in this development.
Instruments Description
A student questionnaire was created to capture learners ’views about vocabulary
acquisition methods and getting experience using Duolingo. First, the survey utilized likert-scale
items to assess motivation and interaction with gamification features, feedback reception
(immediate vs. delayed), spaced repetition, and multimodal learning. It was applied to the
experimental group students before and after the intervention. The survey also gathered
demographic information regarding students' access to digital tools and prior experience with
language-learning apps, which may affect the results of the intervention.
In assessing vocabulary learning, pre-tests and posttests were developed which
comprised both the experimental group and control group. The four tests were vocabulary
knowledge, vocabulary usage, and vocabulary retention and recognition amongst the individual
components. A baseline level of then pre-test was utilized access to knowledge of vocabulary,
whereas the post-test examined the progress made in different areas during the period of
intervention. Both tests were carried out using the same structure to maintain comparability and
validity of results. These assessments generated scores that served as quantitative data points used
to measure the effect of the Duolingo platform.
Data gathering occurred in stages, starting with an initial phase consisting of the pre-test
and pre-survey. In the intervention phase, experimental students used Duolingo for vocabulary
Duolingo in a focused and contextually appropriate manner for a few thousand beginner-level
EFL learners.
The research was carried out in the city of San Pedro de Pelileo in a public educational
institution, specifically at Pelileo High School. This school recognizes two shifts, morning
(elementary school, junior highschool and highscool) and afternoon (junior highschool and
highschool). The subject of this research is the morning shift which, in this case, consists of 76
students still undergoing an A1 English course. These learners are aged 13–15 y/o and attend
classes twice a week, with an English lesson that follows a communications-learner centered
approach.
A script was created (i.e. research structure) to follow how this study should be developed
and conducted. This systematic approach ensured that each step (from protocol, including the
eligible participants and assessment to collection process, analysis and follow-up/reflection) was
logically consistent with the overall aims of the study and its associated research questions. The
methodology employed was based on the implicit rules of applied action research; therefore, it
encompassed diagnostic and evaluative elements to evaluate whether or not Duolingo was
effective in promoting vocabulary acquisition among A1 level students. This process is cyclical
and reflective, and the stages align with classroom-based research: plan, assess, intervene. The
next table describes every step of the research process, what and why they are applied, and their
precise applications in this development.
Instruments Description
A student questionnaire was created to capture learners ’views about vocabulary
acquisition methods and getting experience using Duolingo. First, the survey utilized likert-scale
items to assess motivation and interaction with gamification features, feedback reception
(immediate vs. delayed), spaced repetition, and multimodal learning. It was applied to the
experimental group students before and after the intervention. The survey also gathered
demographic information regarding students' access to digital tools and prior experience with
language-learning apps, which may affect the results of the intervention.
In assessing vocabulary learning, pre-tests and posttests were developed which
comprised both the experimental group and control group. The four tests were vocabulary
knowledge, vocabulary usage, and vocabulary retention and recognition amongst the individual
components. A baseline level of then pre-test was utilized access to knowledge of vocabulary,
whereas the post-test examined the progress made in different areas during the period of
intervention. Both tests were carried out using the same structure to maintain comparability and
validity of results. These assessments generated scores that served as quantitative data points used
to measure the effect of the Duolingo platform.
Data gathering occurred in stages, starting with an initial phase consisting of the pre-test
and pre-survey. In the intervention phase, experimental students used Duolingo for vocabulary
Vol. 13/ Núm. 3 2026 pág. 2813
practice and classroom observations along with participation checklists were performed to
measure engagement. We conducted a post-test assessment for both groups following the
intervention phase, and an additional follow-up survey collected from the experimental group.
Data were collected systematically for further analysis, meaning that comprehensive information
was obtained from different sources to build onto the findings and increase reliability.
A quantitative synthesis of pre-tests, post-tests and survey data was summarized by
descriptive statistics. Common central tendency and variability measures (Like mean, mode,
median and standard deviation) of students responses were calculated. This enabled the
researcher to identify global trends in vocabulary gain and attitudes between the two groups.
Also, frequency distributions were produced to summarize students' use of digital tools and their
assessment of learning experiences using Duolingo.
RESULTS AND DISCUSSION
Table 1
Pre-intervention questionnaire results (pre-survey)
Question / Indicator Categories Frequency
(n=25)
Percentage
(%)
Gender Female 15 60 %
Male 10 40 %
Length of English study Less than 1 year 3 12 %
1–2 years 4 16 %
3–5 years 12 48 %
More than 5
years
6 24 %
Frequency of using
devices to study English
digital Never 1 4 %
Rarely 5 20 %
Sometimes 8 32 %
Often 9 36 %
Always 2 8 %
Previous use of Duolingo Yes 14 56 %
practice and classroom observations along with participation checklists were performed to
measure engagement. We conducted a post-test assessment for both groups following the
intervention phase, and an additional follow-up survey collected from the experimental group.
Data were collected systematically for further analysis, meaning that comprehensive information
was obtained from different sources to build onto the findings and increase reliability.
A quantitative synthesis of pre-tests, post-tests and survey data was summarized by
descriptive statistics. Common central tendency and variability measures (Like mean, mode,
median and standard deviation) of students responses were calculated. This enabled the
researcher to identify global trends in vocabulary gain and attitudes between the two groups.
Also, frequency distributions were produced to summarize students' use of digital tools and their
assessment of learning experiences using Duolingo.
RESULTS AND DISCUSSION
Table 1
Pre-intervention questionnaire results (pre-survey)
Question / Indicator Categories Frequency
(n=25)
Percentage
(%)
Gender Female 15 60 %
Male 10 40 %
Length of English study Less than 1 year 3 12 %
1–2 years 4 16 %
3–5 years 12 48 %
More than 5
years
6 24 %
Frequency of using
devices to study English
digital Never 1 4 %
Rarely 5 20 %
Sometimes 8 32 %
Often 9 36 %
Always 2 8 %
Previous use of Duolingo Yes 14 56 %
Vol. 13/ Núm. 3 2026 pág. 2814
No 11 44 %
Frequency of Duolingo
use (among those who had
used it, n=14)
Every day 2 14.3 %
A few times a
week
2 14.3 %
Once a week 6 42.9 %
Less than once a
week
4 28.6 %
Use of other apps Yes 6 24 %
No 19 76 %
Main place of practice At school 21 84 %
Online 3 12 %
At home 1 4 %
At an English
course
0 0 %
Skill most wanted to improve Vocabulary 11 44 %
Speaking 5 20 %
Reading 5 20 %
Writing 3 12 %
Listening 1 4 %
Family or friend support Yes 9 36 %
No 16 64 %
Frequency of studying outside
school
Never 7 28 %
Rarely 11 44 %
Sometimes 7 28 %
No 11 44 %
Frequency of Duolingo
use (among those who had
used it, n=14)
Every day 2 14.3 %
A few times a
week
2 14.3 %
Once a week 6 42.9 %
Less than once a
week
4 28.6 %
Use of other apps Yes 6 24 %
No 19 76 %
Main place of practice At school 21 84 %
Online 3 12 %
At home 1 4 %
At an English
course
0 0 %
Skill most wanted to improve Vocabulary 11 44 %
Speaking 5 20 %
Reading 5 20 %
Writing 3 12 %
Listening 1 4 %
Family or friend support Yes 9 36 %
No 16 64 %
Frequency of studying outside
school
Never 7 28 %
Rarely 11 44 %
Sometimes 7 28 %
Vol. 13/ Núm. 3 2026 pág. 2815
Often 0 0 %
Always 0 0 %
Favourite way to learn English Music 14 56 %
Videos 3 12 %
Flashcards 0 0 %
Apps
Duolingo
like 8 32 %
Desire to improve English Yes 25 100 %
No 0 0 %
Source: created by author
Pre-survey analysis
The pre-survey (Table 1) shows that most students (60%) were female, and nearly half had
studied English for three to five years but remained at A1 level. Technology access was adequate,
as 68% used digital devices at least “sometimes”. However, only 56% had used Duolingo before,
and most did so sporadically. Three-quarters of the students did not use any other language app.
The school was the main learning environment for 84% of the participants. Outside school, study
habits were weak: 44% studied “rarely” and 28% “never”. Moreover, 64% received no help from
family or friends. Vocabulary was the skill that students most wanted to improve (44%), which
supports the focus of this study. Finally, all students expressed a desire to improve their English,
and their favourite learning method was music (56%), followed by apps like Duolingo (32%).
Table 2
Post-intervention questionnaire results (post-survey) – Experimental group (n=25)
Item 1 =
Never
2 =
Rarely
3 =
Sometimes
4 =
Often
5 =
Always
% “Often”
+ “Always”
1. Motivation from
points and badges
1 2 8 8 6 56 %
2. Enjoyment of the
daily streak
0 0 8 5 10 60 %
Often 0 0 %
Always 0 0 %
Favourite way to learn English Music 14 56 %
Videos 3 12 %
Flashcards 0 0 %
Apps
Duolingo
like 8 32 %
Desire to improve English Yes 25 100 %
No 0 0 %
Source: created by author
Pre-survey analysis
The pre-survey (Table 1) shows that most students (60%) were female, and nearly half had
studied English for three to five years but remained at A1 level. Technology access was adequate,
as 68% used digital devices at least “sometimes”. However, only 56% had used Duolingo before,
and most did so sporadically. Three-quarters of the students did not use any other language app.
The school was the main learning environment for 84% of the participants. Outside school, study
habits were weak: 44% studied “rarely” and 28% “never”. Moreover, 64% received no help from
family or friends. Vocabulary was the skill that students most wanted to improve (44%), which
supports the focus of this study. Finally, all students expressed a desire to improve their English,
and their favourite learning method was music (56%), followed by apps like Duolingo (32%).
Table 2
Post-intervention questionnaire results (post-survey) – Experimental group (n=25)
Item 1 =
Never
2 =
Rarely
3 =
Sometimes
4 =
Often
5 =
Always
% “Often”
+ “Always”
1. Motivation from
points and badges
1 2 8 8 6 56 %
2. Enjoyment of the
daily streak
0 0 8 5 10 60 %
Vol. 13/ Núm. 3 2026 pág. 2816
3. Excitement
when unlocking
new levels
0 3 5 3 14 68 %
4. Duolingo
explains why
answers are
right/wrong
0 2 2 2 19 84 % (only
“Always”)
5. Using
feedback to
improve
0 3 3 7 12 76 %
6. I learn better
when I see my
mistakes explained
0 1 6 9 9 72 %
7. I repeat words I
have already
learned
0 5 2 8 10 72 %
8. Duolingo helps
me remember
through repetition
0 2 1 4 18 88 %
9. I learn faster
with repeated
exposure
0 3 3 4 15 76 %
10. I learn better
with images and
sounds
0 4 4 8 9 68 %
3. Excitement
when unlocking
new levels
0 3 5 3 14 68 %
4. Duolingo
explains why
answers are
right/wrong
0 2 2 2 19 84 % (only
“Always”)
5. Using
feedback to
improve
0 3 3 7 12 76 %
6. I learn better
when I see my
mistakes explained
0 1 6 9 9 72 %
7. I repeat words I
have already
learned
0 5 2 8 10 72 %
8. Duolingo helps
me remember
through repetition
0 2 1 4 18 88 %
9. I learn faster
with repeated
exposure
0 3 3 4 15 76 %
10. I learn better
with images and
sounds
0 4 4 8 9 68 %
Vol. 13/ Núm. 3 2026 pág. 2817
11. The app uses
images,
sounds and
words
0 1 2 5 17 88 %
12. I enjoy the
videos and
sounds
0 4 4 11 6 68 %
13. I understand
the meaning of
new words
0 1 7 9 8 68 %
14. I can match
words with
definitions
2 1 4 10 8 72 %
15. I understand
the word in a
sentence
1 1 9 5 9 56 %
16. I use new words
when
speaking
3 10 6 2 4 24 %
17. I write
sentences with new
vocabulary
0 2 11 7 5 48 %
18. I use new words
in a
correct sentence
1 5 6 10 3 52 %
19. I remember
words days later
1 2 6 8 8 64 %
11. The app uses
images,
sounds and
words
0 1 2 5 17 88 %
12. I enjoy the
videos and
sounds
0 4 4 11 6 68 %
13. I understand
the meaning of
new words
0 1 7 9 8 68 %
14. I can match
words with
definitions
2 1 4 10 8 72 %
15. I understand
the word in a
sentence
1 1 9 5 9 56 %
16. I use new words
when
speaking
3 10 6 2 4 24 %
17. I write
sentences with new
vocabulary
0 2 11 7 5 48 %
18. I use new words
in a
correct sentence
1 5 6 10 3 52 %
19. I remember
words days later
1 2 6 8 8 64 %
Vol. 13/ Núm. 3 2026 pág. 2818
20. I remember
words from the
previous week
2 1 10 5 7 48 %
21. I remember
spelling
0 5 5 8 7 60 %
22. I recognise
words when
reading or
listening
2 2 4 11 6 68 %
23. I identify new
words in a
reading text
0 3 3 6 13 76 %
24. I identify
learned
vocabulary in
texts/audio
0 1 2 5 17 88%
Source: created by author
Post-survey analysis
After eight weeks of using Duolingo, the experimental group reported very positive
perceptions (Table 2). The highest ratings were for feedback and multimodality: 84% answered
“always” that Duolingo explains why answers are correct or incorrect, and 88% felt the app
effectively uses images, sounds and words. Also, 88% believed that Duolingo helps them
remember vocabulary through repetition.
Gamification elements worked well: 56% felt motivated by points and badges, 60%
enjoyed the daily streak, and 68% felt excited when unlocking new levels.
Receptive vocabulary skills improved notably. For example, 88% could identify learned
vocabulary in texts or audio, 76% could point out new words in a reading passage, and 72% could
match words with definitions. Understanding word meaning in isolation was reported by 68%,
but understanding in full sentences was lower (56%).
Productive skills showed moderate results. Only 24% used new words often or always
when speaking, while 48% wrote sentences with new vocabulary and 52% could use them in
grammatically correct sentences. Retention was encouraging: 64% remembered words days later,
though only 48% retained them after one week. Spelling recall was reported by 60%.
20. I remember
words from the
previous week
2 1 10 5 7 48 %
21. I remember
spelling
0 5 5 8 7 60 %
22. I recognise
words when
reading or
listening
2 2 4 11 6 68 %
23. I identify new
words in a
reading text
0 3 3 6 13 76 %
24. I identify
learned
vocabulary in
texts/audio
0 1 2 5 17 88%
Source: created by author
Post-survey analysis
After eight weeks of using Duolingo, the experimental group reported very positive
perceptions (Table 2). The highest ratings were for feedback and multimodality: 84% answered
“always” that Duolingo explains why answers are correct or incorrect, and 88% felt the app
effectively uses images, sounds and words. Also, 88% believed that Duolingo helps them
remember vocabulary through repetition.
Gamification elements worked well: 56% felt motivated by points and badges, 60%
enjoyed the daily streak, and 68% felt excited when unlocking new levels.
Receptive vocabulary skills improved notably. For example, 88% could identify learned
vocabulary in texts or audio, 76% could point out new words in a reading passage, and 72% could
match words with definitions. Understanding word meaning in isolation was reported by 68%,
but understanding in full sentences was lower (56%).
Productive skills showed moderate results. Only 24% used new words often or always
when speaking, while 48% wrote sentences with new vocabulary and 52% could use them in
grammatically correct sentences. Retention was encouraging: 64% remembered words days later,
though only 48% retained them after one week. Spelling recall was reported by 60%.
Vol. 13/ Núm. 3 2026 pág. 2819
CONCLUSION
To begin with, the findings clearly establish that Duolingo significantly enhances receptive
vocabulary skills among A1 learners. The highest percentages were recorded in items related to
vocabulary recognition in authentic contexts (88%) and identification of new words in reading
passages (76%). This suggests that the platform's multimodal approach, which integrates images,
sounds, and written text, combined with its systematic spaced repetition, effectively consolidates
passive lexical knowledge. Consequently, students are able to recognise and understand a wider
range of English words in diverse input formats, which constitutes a fundamental first step in the
language acquisition process.
Furthermore, the gamified features of the application proved to be a decisive factor in
fostering learner engagement and establishing consistent study habits. Before the intervention,
the majority of students reported irregular study routines and limited practice outside school, with
many studying rarely or never. However, the post-survey indicated that elements such as points,
badges, daily streaks, and immediate corrective feedback successfully motivated students to
practise more regularly. This increase in intrinsic motivation is particularly valuable for beginner
learners, as it encourages autonomy and transforms vocabulary practice into an enjoyable, self-
directed activity, thereby addressing one of the main obstacles identified in the initial diagnosis.
Nevertheless, despite these notable advances in receptive skills and motivation, the results
also reveal clear limitations regarding active production and long-term retention. Productive
skills remained moderate, with only 24% of students frequently using new vocabulary in oral
communication and just over half achieving accurate written usage. Similarly, retention declined
substantially over time, as less than half of the students could recall words after one full week.
Consequently, while Duolingo constitutes a highly effective supplementary tool for initial
vocabulary building, it should not be regarded as a comprehensive solution. To achieve balanced
linguistic competence, its use must be integrated with additional pedagogical strategies that
promote speaking, writing, and more intensive retrieval practice, thereby ensuring that passive
vocabulary becomes fully active and durable over time.
CONCLUSION
To begin with, the findings clearly establish that Duolingo significantly enhances receptive
vocabulary skills among A1 learners. The highest percentages were recorded in items related to
vocabulary recognition in authentic contexts (88%) and identification of new words in reading
passages (76%). This suggests that the platform's multimodal approach, which integrates images,
sounds, and written text, combined with its systematic spaced repetition, effectively consolidates
passive lexical knowledge. Consequently, students are able to recognise and understand a wider
range of English words in diverse input formats, which constitutes a fundamental first step in the
language acquisition process.
Furthermore, the gamified features of the application proved to be a decisive factor in
fostering learner engagement and establishing consistent study habits. Before the intervention,
the majority of students reported irregular study routines and limited practice outside school, with
many studying rarely or never. However, the post-survey indicated that elements such as points,
badges, daily streaks, and immediate corrective feedback successfully motivated students to
practise more regularly. This increase in intrinsic motivation is particularly valuable for beginner
learners, as it encourages autonomy and transforms vocabulary practice into an enjoyable, self-
directed activity, thereby addressing one of the main obstacles identified in the initial diagnosis.
Nevertheless, despite these notable advances in receptive skills and motivation, the results
also reveal clear limitations regarding active production and long-term retention. Productive
skills remained moderate, with only 24% of students frequently using new vocabulary in oral
communication and just over half achieving accurate written usage. Similarly, retention declined
substantially over time, as less than half of the students could recall words after one full week.
Consequently, while Duolingo constitutes a highly effective supplementary tool for initial
vocabulary building, it should not be regarded as a comprehensive solution. To achieve balanced
linguistic competence, its use must be integrated with additional pedagogical strategies that
promote speaking, writing, and more intensive retrieval practice, thereby ensuring that passive
vocabulary becomes fully active and durable over time.
Vol. 13/ Núm. 3 2026 pág. 2820
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Revista de Medios y Educación, (23), 21–26.
Caise Álvarez, A. M., Delgado Reyes, V. I., García Navarrete, G. M., Caise Álvarez, A. M., &
Guerrero Solís, A. K. (2025). Efecto del aprendizaje basado en proyectos en el desarrollo de
competencias socioemocionales en estudiantes de educación básica superior. Ciencia Latina
Revista Científica Multidisciplinar, 9(2), 6058–6072.
https://doi.org/10.37811/cl_rcm.v9i2.17349
Hasan, U. S., & Benny, N. S. (2025). The Role of Technology in Second Language Acquisition
(SLA): Vocabulary Learning via Mobile Phones. International Journal of English
Language, Education and Literature Studies (IJEEL), 4(2), 1–6.
https://doi.org/10.22161/ijeel.4.2.1
Ibarra Núñez, J. A. (2025). Integración de tecnología en la enseñanza del inglés como lengua
extranjera. Synergía, 4(1), 111–125. https://doi.org/10.48204/synergia.v4n1.7176
Koehler, M., Punya, M., & Cain William. (2023). What Is Technological Pedagogical Content
Knowledge (TPACK)? Journal of Education, 203(1), 13–29.
https://www.researchgate.net/publication/260281100_What_is_technological_pedagogical
_content_TPACK
Namaziandost, E., & Çakmak, F. (2025). Impact of AI-generated storytelling vs. gamified
learning on vocabulary retention and engagement in CALL environments. Computers and
Education: Artificial Intelligence, 9, 100505. https://doi.org/10.1016/j.caeai.2025.100505
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Language Teaching, 12(1), 1–14. https://doi.org/10.25170/ijelt.v12i1.1458
Nuñez-Barriopedro. (2020). El impacto de la utilización de la modalidad B-Learning en la
educación Superior. ALTERIDAD. Revista de Educación, 14(1), 26–42.
Nurhayati, E., & Maman Suryaman. (2024). The Implementation of the Duolingo App in
Increasing Students’ Vocabulary Mastery. Jurnal Pendidikan Bahasa Inggris Undiksha,
11(3), 258–263. https://doi.org/10.23887/jpbi.v11i3.47287
Pramesti, R. D., Padmadewi, N. N., & Wahyuni, L. G. E. (2025). Duolingo: A Qualitative Study
on Vocabulary Acquisition. The Art of Teaching English as a Foreign Language (TATEFL),
6(1), 41–52. https://doi.org/10.36663/tatefl.v6i1.942
Puspitasari, R., Ramadhan, M. R., Fadli, A., & Nurhaliza, S. (2025). Mobile-Assisted Vocabulary
Learning through Duolingo: Insights from Indonesian University Students across
Disciplines. Jurnal Tahuri, 22(2), 137–156.
https://doi.org/10.30598/tahurivol22issue2page137-156
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and productive language knowledge and proficiency. Language Learning
& Technology, 28(1), 1–26. https://doi.org/10.64152/10125/73595
Sutraeni, S., Asriati, S., & Qalby, N. (2025). Comparative effectiveness of Quizletbased SDCL
and Duolingo-based direct instruction on vocabulary mastery. English Learning Innovation,
6(2), 570–584. https://doi.org/10.22219/englie.v6i2.41931
Trujillo-Trujillo, W. D. (2024). El uso de las TIC como herramienta para fortalecer el aprendizaje
del idioma inglés en el aula. RICEd: Revista de Investigación En Ciencias de La Educación,
1(2), 147–162. https://doi.org/10.53877/xhyz7c27
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of
research on artificial intelligence applications in higher education – where are the educators?
International Journal of Educational Technology in Higher Education, 16(1), 39.
https://doi.org/10.1186/s41239-019-0171-0
Zhang, Y. (2025). Evaluation of the effectiveness of English vocabulary review strategies based
on forgetting curves in computer-assisted language learning (CALL) software. 2025 3rd
Cognitive Models and Artificial Intelligence Conference (AICCONF), 1–4.
https://doi.org/10.1109/AICCONF64766.2025.11064075