Document Type : Original Article
Authors
1
MA Graduated, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.
2
Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.
3
English Language and Literature Department, Urmieh University, Pardis Campus, Iran.
Abstract
Recent technological innovations have significantly influenced the process of language learning. Among these, language learning applications have emerged as a major development that has gained substantial attention in empirical research. Duolingo, in particular, has become one of the most widely used applications globally, largely owing to its user-friendly features. The current study explored the effects of Duolingo-based language instruction on EFL learners’ Self-Regulated Language Learning (SRLL), Foreign Language Enjoyment (FLE), and Language Engagement (LE). It further investigated learners’ attitudes toward this instructional approach. To achieve this, the researcher employed a mixed-methods design. At the quantitative phase, 50 intermediate-level male EFL learners from a language institute in Urmia (Iran) were selected as participants, and data were gathered through pretests, instructional sessions, and posttests. At the qualitative phase, a semi-structured interview protocol was used to elicit learners’ views on this approach. Quantitative and qualitative data were analyzed using T-test, MANOVA, and thematic analysis, respectively. Findings revealed that Duolingo-based instruction exerted significantly positive effects on learners’ SRLL, FLE, and LE. The study offers valuable insights for teacher education program developers, syllabus designers, and instructors regarding the incorporation of Duolingo into language classrooms in foreign language settings.
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