Enhancing English Achievement through a Duolingo-Based Learning Intervention: The Role of Usage Intensity in Learning Gains: Meningkatkan Prestasi Belajar Bahasa Inggris Melalui Intervensi Pembelajaran Berbasis Duolingo: Peran Intensitas Penggunaan dalam Peningkatan Kemampuan Belajar

Yulia Wahyuningsih; Mujiono; Lasim Muzammil

doi:10.58194/eloquence.v5i1.3265

Authors

Yulia Wahyuningsih Universitas PGRI Kanjuruhan Malang, Indonesia
Mujiono Universitas PGRI Kanjuruhan Malang, Indonesia
Lasim Muzammil Universitas PGRI Kanjuruhan Malang, Indonesia

DOI:

https://doi.org/10.58194/eloquence.v5i1.3265

Keywords:

Duolingo, Mobile-Assisted Language Learning, Usage Intensity, English Proficiency, Quasi-Experimental Design

Abstract

Background: The rapid growth of MALL technology has positined Duolingo establish itself as one of the top language learning platforms in the modern era. However, uncertainty persists regarding how variable user frequency affects outcomes, notably when learners have diverse initial skill levels․

Purpose: The study examined whether an individual's initial level of performance influenced a structured Duolingo activity that improved their English skills․ The study further explored the correlation between the application of intensive treatment and outcomes after testing․

Method: This study used a one-group pretest–posttest quasi-experimental design․ It involved 60 EFL learners completing a structured Duolingo intervention․ Standardized tests were used to measure proficiency before and after the program․ Usage logs record session timing and duration․ ANCOVA was used to test the effectiveness of the intervention and the predictive role of usage intensity․

Results and Discussion: Descriptively, the low-intensity group achieved the highest unadjusted posttest mean (M = 80.40). However, interpretation relied on ANCOVA-adjusted posttest scores controlling for pretest performance. The results showed a significant effect of usage intensity, F(2,57) = 4.421, p = .016, η² = .128. Learners with moderate-to-low engagement demonstrated greater learning gains than high-intensity users, indicating that regulated use supports more effective English learning.

Conclusions and Implications: Results showed that learning English through Duolingo was effective when users were actively engaged and provided with appropriate guidance․This brings the study's full circle to the point that what matters most is the fairness of involvement․ Therefore, it is recommended that protocols be established to prevent excessive use of this platform․ These strategies must be sufficiently data-informed to preserve effectiveness, sustainability, and pedagogical soundness of technologically equipped language instruction․

References

[1] M. Mihaylova, S. Gorin, T. P. Reber, and N. Rothen, “A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks,” Psychol Belg, vol. 62, no. 1, pp. 252, 2022, https://doi.org/10.5334/pb.1146.

[2] K. Karakaya and A. Bozkurt, “Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies,” System, vol. 110, pp. 102925,2022, https://doi.org/10.1016/j.system.2022.102925.

[3] M. Kessler, S. Loewen, and T. Gönülal, “Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience,” Comput Assist Lang Learn, vol. 38, no. 4, pp. 690–714, 2025, https://doi.org/10.1080/09588221.2023.2215294.

[4] B. T. Suryanto, “The Impact of Using DUOLINGO Application on Students’ English Learning Motivation,” International Journal of English Education and Linguistics (IJoEEL), vol. 6, no. 2, pp. 200–211, 2024, https://doi.org/10.33650/ijoeel.v6i2.9700.

[5] Mujiono, “Mobile-Assisted Language Learning Intervention and Its Effect on English Language Proficiency of EFL Learners: A Meta-Analysis,” Theory and Practice in Language Studies, vol. 13, no. 5, pp. 1124–1135, 2023, https://doi.org/10.17507/tpls.1305.05.

[6] I. Y. Kazu and M. Kuvvetli, “Improve speaking skills with Duolingo’s mobile game-based language learning,” Asian Journal of Education and Training, vol. 10, no. 1, pp. 62–75, 2024, https://doi.org/10.20448/edu.v10i1.5488.

[7] A. Alqarni, “Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study,” Arab World English Journal, no. 10, pp. 246–265, 2024, https://doi.org/10.24093/awej/call10.16.

[8] M. Shortt, S. Tilak, I. Kuznetcova, B. Martens, and B. Akinkuolie, “Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020,” Comput Assist Lang Learn, vol. 36, no. 3, pp. 517–554,2023, https://doi.org/10.1080/09588221.2021.1933540.

[9] V. Handayani and I. Damayanti, “Mobile-Assisted Language Learning for Vocabulary Development: Insights from Indonesian Pre-Service English Teachers Using HelloTalk,” Jurnal Tahuri, vol. 19, no. 2, pp. 99–114, 2022, https://doi.org/10.30598/tahurivol19issue2page99-114.

[10] S. Liu, S. Zhang, and Y. Dai, “Do mobile games improve language learning? A meta-analysis,” Comput Assist Lang Learn, pp. 1–29, 2025, https://doi.org/10.1080/09588221.2025.2528786.

[11] Mujiono and S. Fatimah, “Moodle Integration Intervention in EFL Virtual Classroom and Academic Flow on University Students’ Achievement in Writing,” Theory and Practice in Language Studies, vol. 12, no. 10, pp. 2182–2190, 2022, doi: 10.17507/tpls.1210.26.

[12] A. Y. Purwaningrum, N. S. Lengkanawati, and F. N. Yusuf, “Examining Mobile-assisted Language Learning as an Autonomous Writing Tool for Indonesian Secondary EFL Students,” Register Journal, vol. 17, no. 2, pp. 328–351, 2024, https://doi.org/10.18326/register.v17i2.328-351.

[13] F. Fitriani and G. P. Mokodompit, “The Effect of Duolingo Application in Improving Students’ English Skills: A Research of Grade X Students at SMKN 3 Baubau,” JELITA, vol. 6, no. 1, pp. 50–60, 2024, https://doi.org/10.56185/jelita.v6i1.886.

[14] V. Liebnis, Indra Perdana, and Elanneri Karani, “Expediencies of Duolingo in English Language Learning: A Systematic Literature Review,” English Journal of IndragirI, vol. 9, no. 2, pp. 453–462, 2025, https://doi.org/10.61672/eji.v9i2.2997.

[15] B. Smith, X. Jiang, and R. Peters, “The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency,” Language Learning & Technology, vol. 28, no. 1, pp. 1–26, 2024, https://doi.org/10.64152/10125/73595.

[16] E. Sudina and L. Plonsky, “The effects of frequency, duration, and intensity on L2 learning through Duolingo,” Journal of Second Language Studies, vol. 7, no. 1, pp. 1–43,2024, https://doi.org/10.1075/jsls.00021.plo.

[17] R Vesselinov, “The Babbel efficacy study. Final report, 2022”.

[18] M. Febrianti, I. N. Rahmawati, A. Aisyah, A. K. P. Nasution, and A. Aprianto, “Using the Duolingo Application as a Vocabulary Learning Tool in Higher Education,” Journal International of Lingua and Technology, vol. 3, no. 2, pp. 345–361, 2024, https://doi.org/10.55849/jiltech.v3i2.673.

[19] R. H. Mogavi, B. Guo, Y. Zhang, E.-U. Haq, P. Hui, and X. Ma, “When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App,” Mar. 2022, https://doi.org/10.1145/3491140.3528274.

[20] T. R. Knapp, “Why Is the One-Group Pretest–Posttest Design Still Used?,” Clin Nurs Res, vol. 25, no. 5, pp. 467–472, 2016, https://doi.org/10.1177/1054773816666280.

[21] C. W. Johnson, “A More Rigorous QUASI-Experimental Alternative to the One-Group Pretest-Posttest Design,” Educ Psychol Meas, vol. 46, no. 3, pp. 585–591,1986, doi: 10.1177/0013164486463011.

[22] N. Dehghan Nayeri, F. A. Noodeh, H. S. Nia, A. Yaghoobzadeh, K. A. Allen, and A. H. Goudarzian, “Statistical Procedures Used in Pretest-Posttest Control Group Design: A Review of Papers in Five Iranian Journals,” Acta Med Iran, 2024, https://doi.org/10.18502/acta.v61i10.15657.

[23] J. R. Rachels and A. J. Rockinson-Szapkiw, “The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy,” Comput Assist Lang Learn, vol. 31, no. 1–2, pp. 72–89, 2018, https://doi.org/10.1080/09588221.2017.1382536.

[24] D. S. Amaniarsih, N. Asrul, J. Juliana, and E. Ginting, “The Effectiveness Of Using The Duolinggo Application In Improving Students’ Motivation And English-Speaking Skill At Universitas Potensi Utama Medan,” Pedagogi: Jurnal Ilmiah Pendidikan, vol. 11, no. 1, pp. 46–54,2025, https://doi.org/10.47662/pedagogi.v11i1.933.

[25] D. Asfarini, B. Basuki, A. Thien Wan, and E. S. Masykuri, “Review Study Learning Apps in Teaching Vocabulary Using Duolingo,” Scripta : English Department Journal, vol. 11, no. 1, pp. 48–56, 2024, https://doi.org/10.37729/scripta.v11i1.3836.

[26] E. Hong, “Quasi-Experimentation: Two Group Design,” in International Encyclopedia of Education, Elsevier, 2010, pp. 128–133. https://doi.org/10.1016/B978-0-08-044894-7.01686-9.

[27] I. N. Aziz and Y. A. S. Dewi, “The Implementation of Contextual Teaching and Learning on English Grammar Competence,” Alsuna: Journal of Arabic and English Language, vol. 2, no. 2, pp. 67–95, 2019, https://doi.org/10.31538/alsuna.v2i2.392.

[28] M. J. Uddin, B. N. Panda, and P. C. Agarwal, “Detective Learning of the Concepts of Acids, Bases and Salts in Physical Science by Ninth-grade Students using a Metacognitive Instructional Strategy: A Quasi-Experimental Study,” Journal of Education, Society and Behavioural Science, pp. 96–107, 2022, https://doi.org/10.9734/jesbs/2022/v35i121199.

[29] A. Lu, S. Liu, and W. Chen, “Perceived usefulness of English (L2) learning apps and language mindset mediated by flow and motivation intensity: a serial mediation model and a network analysis,” Interactive Learning Environments, pp. 1–20, 2024, https://doi.org/10.1080/10494820.2024.2375637.

[30] X. Jiang, R. Peters, L. Plonsky, and B. Pajak, “The Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency,” CALICO Journal, vol. 41, no. 3, pp. 249–272, 2024, https://doi.org/10.1558/cj.26704.

[31] P Ajisoko, “Using Duolingo apps to improve English reading comprehension of engineering students in Universitas Borneo Tarakan”. Exposure: Jurnal Pendidikan Bahasa Inggris. Vol. 11, No. 1, pp, 1-6, 2022, https://doi.org/10.26618/exposure.v11i1.6452

[32] J. Burstein and G. T. LaFlair, “Where Assessment Validation and Responsible AI Meet,”Vol. 50, Special Iossue, pp. 120-137, 2025. https://doi.org/10.32038/ltrq.2025.50.09