Using Duolingo in the EFL classroom: A Study on Effectiveness and Student Perceptions

Authors

Keywords:

autonomous learning, EFL classroom, Technology and English Language Teaching, student's perceptions, Artificial Intelligence, Play-Based Learning, Early Childhood Education, English Language Learning, Educational Technology, technology integration

Abstract

Technology integration in education is crucial, yet the effectiveness of using applications (apps) to learn languages remains controversial. This mixed-methods study explores the impact of the language learning app Duolingo on the perceptions and proficiency of 12 English learners in a private school in Chihuahua, Mexico. The study explores the students’ perceptions of using the app to determine its effective use in the classroom. Research questions focus on students’ attitudes and perceptions towards apps and the potential benefits and drawbacks of using them to improve language proficiency. Data was collected from interviews, a questionnaire, and tests. Findings reveal a significant increase in test scores and a shift from negative to positive perceptions of app-based learning. Focusing on communicative practice, the app proved effective when used as a class complement rather than in isolation. These results highlight the potential of technology-enhanced learning to improve EFL proficiency and student engagement.

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Author Biographies

Lizette Drusila Flores-Delgado, Universidad Autónoma de Chihuahua

Lizette Drusila Flores Delgado is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She holds a Ph.D. in Applied Linguistics from the University of Southampton, UK. She teaches undergraduate courses in TESOL, Research Methodology, and American and British History, and graduate courses in Education and Research Methodology. Her research interests include mentoring, professional identity, learner and teacher autonomy, and the use of technology in the classroom.

Irlanda Olave-Moreno, Universidad Autónoma de Chihuahua

Irlanda Olave Moreno is a full-time tenured professor and researcher at the Universidad Autónoma de Chihuahua. She holds a Doctoral Degree in Education and teaches undergraduate and graduate courses in TESOL, British Literature, and Research Methodology. She has authored publications on teacher questions, interactions, and co-regulation of learning, and has presented them in numerous conferences.

Ana Cecilia Villarreal-Ballesteros, Universidad Autónoma de Chihuahua

Ana Cecilia Villarreal Ballesteros is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She has a Ph.D. in Second Language Acquisition and Teaching from the University of Arizona. She teaches undergraduate and graduate courses in Applied Linguistics, TESOL, and Research Methodology. She has authored publications in teacher training and second language learning and teaching.

Carla Paola Cancino-Ríos, Universidad Autónoma de Chihuahua

Carla Paola Cancino Ríos is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She has a Masters in Higher Education from UACH. She teaches undergraduate courses in Sociolinguistics, Language Assessment, Bilingualism, Second Language Acquisition, and Research Methodology. Her research interests include motivation and attitudes in EFL.

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Published

2025-04-12

How to Cite

Flores-Delgado, L. D., Olave-Moreno, I., Villarreal-Ballesteros, A. C., & Cancino-Ríos, C. P. (2025). Using Duolingo in the EFL classroom: A Study on Effectiveness and Student Perceptions. CIEX JOURNAL, (20), 47–58. Retrieved from https://journal.ciex.edu.mx/index.php/cJ/article/view/197

Issue

No. 20 (2025): CIEX Journ@l

Section

Articles

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Copyright (c) 2025 CIEX JOURNAL

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.