Evaluating the appropriateness of Duolingo vocabulary learning app in learning experience, motivation, and engagement for English-majored students

Abstract

This study investigates the perceptions of 212 English majors at the University of Economics Ho Chi Minh City (UEH) on the appropriateness of using Duolingo, a gamified vocabulary learning app, as a Mobile Assisted Language Learning (MALL) tool. Duolingo has emerged as a popular choice due to the growing demand for selfdirected language learning and the constant evolution of technology. The study takes a mixed-method approach, with a quantitative survey phase and a qualitative interview phase. The survey measures participants' attitudes toward Duolingo's learning experience, motivation, and engagement. Following that, interviews will focus on deepening students' perceptions of the appropriateness and limitations of using Duolingo. Results indicate that the Duolingo application positively impacted students' language learning, particularly in acquiring new vocabulary. Students are becoming more motivated to learn and are practicing and using their language skills in everyday circumstances. The study found that Duolingo improves students' language learning, particularly vocabulary acquisition. Students demonstrate increased motivation and practical use of language skills in everyday situations. However, the research points out that Duolingo may not be the most effective learning resource for language majors. The content and practice activities are relatively simple, lacking the necessary challenges to help students maintain their study habits. Moreover, the knowledge provided by Duolingo might not suffice for students to apply in their specialized fields. These findings indicate potential areas for future research into the suitability of MALL for specific user groups. Additionally, they provide insights for app developers to improve and optimize not only Duolingo but also other English learning apps.