GAMIFIED VOCABULARY LEARNING WITH DUOLINGO: EFL STUDENTS’ PERCEIVED BENEFITS, CHALLENGES, AND RESPONSES
Abstract
The use of technology in language learning has increased due to the innovation of education in this digital era. One form of technology-based language learning is the use of mobile application, such as Duolingo. While the majority of previous studies have employed a quantitative approach, this study aims to explore secondary EFL students’ perspectives on (1) the benefits of using Duolingo in vocabulary learning, (2) the challenges they face during its use, and (3) their responses to the application. This qualitative descriptive case study involved classroom observation and interviews with eight junior high school students in Karawang. The data analyzed using thematic analysis. The results of this study reveal three main themes. First, students experienced several benefits from using Duolingo, including improved vocabulary acquisition, contextualized vocabulary exposure, multimodal learning features, ease of access, and flexibility. Second, students encountered obstacles, such as limitations in the free version of the app and unstable internet connectivity. Third, students expressed various emotional and motivational responses to using Duolingo, describing it as a joyful, relaxed, and motivating experience, although some noted boredom due to repetitive tasks. Overall, Duolingo was perceived as a helpful and engaging tool for vocabulary learning, aiding students' vocabulary development and motivation
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