Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 173-194 |
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Aliabedi M, Shafiee S, Rahimi Esfahani F. (2025). Technology-enhanced Language Learning: Impacts of Duolingo Application on Micro Skills of L2 Speaking in Iranian Intermediate EFL Learners. IJER. 4(1), 173-194. doi:10.22034/4.1.173
URL: http://ijer.hormozgan.ac.ir/article-1-324-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-324-en.html
1- Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2- Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran ,s.shafiee@iaushk.ac.ir
2- Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran ,
Abstract: (328 Views)
Objective: This study investigated the impact of the Duolingo application on the micro-skills of L2 speaking (grammar, vocabulary & pronunciation) among intermediate-level English as a Foreign Language (EFL) learners in Iran.
Methods: The participants were 60 Iranian EFL learners, aged 25-30, selected based on their proficiency in the Oxford Quick Placement Test (OQPT), and were divided into an experimental group (EG) and a control group (CG). The EG used Duolingo for language learning, while the CG received traditional face-to-face instruction. Both groups were pre-tested and post-tested using an IELTS speaking test, which assessed general speaking proficiency of the participants. A questionnaire was also administered to the EG to assess their attitudes toward the Duolingo application.
Results: The results indicated that the EG outperformed the CG on the posttests of micro speaking skills of vocabulary and grammar, but no significant difference was found between the groups for pronunciation. Furthermore, the EG reported generally favorable attitudes towards the app.
Conclusions: This study highlights the potential of technology-enhanced language learning tools like Duolingo in enhancing L2 speaking skills, suggesting avenues for further research into personalized and technology-driven language instruction.
Methods: The participants were 60 Iranian EFL learners, aged 25-30, selected based on their proficiency in the Oxford Quick Placement Test (OQPT), and were divided into an experimental group (EG) and a control group (CG). The EG used Duolingo for language learning, while the CG received traditional face-to-face instruction. Both groups were pre-tested and post-tested using an IELTS speaking test, which assessed general speaking proficiency of the participants. A questionnaire was also administered to the EG to assess their attitudes toward the Duolingo application.
Results: The results indicated that the EG outperformed the CG on the posttests of micro speaking skills of vocabulary and grammar, but no significant difference was found between the groups for pronunciation. Furthermore, the EG reported generally favorable attitudes towards the app.
Conclusions: This study highlights the potential of technology-enhanced language learning tools like Duolingo in enhancing L2 speaking skills, suggesting avenues for further research into personalized and technology-driven language instruction.
Keywords: Technology-enhanced Language Learning, Duolingo Application, Micro Speaking Skills, Intermediate EFL Learners
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/08/5 | Accepted: 2024/12/22 | Published: 2025/03/1
Received: 2024/08/5 | Accepted: 2024/12/22 | Published: 2025/03/1
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