EFL Students’ Perception Towards Duolingo Application as a Tool for Self-Directed Learning English Vocabulary

Aug 29, 2026

The study examines EFL students’ perceptions of the Duolingo application as a tool for self-directed learning of English vocabulary at the B2 level. A descriptive qualitative design uses semi-structured interviews with six English Education students who have used Duolingo for more than six months, analyzed through Braun and Clarke’s thematic approach. Results show perceived benefits for vocabulary recall, spelling, synonyms, collocations, pronunciation, grammar support, personalized learning, motivation, progress tracking, and time-efficient study. Limitations emerge for writing and reading outcomes at the B2 level.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages1

Reading Time3 min

AccessFree to download

Study Overview

Research Design and Participants

Data Analysis and Findings

Benefits and Limitations

FAQs

What does the study focus on regarding Duolingo?

The study focuses on EFL students’ perceptions of Duolingo as a tool for self-directed English vocabulary learning at the B2 level.

How was the research conducted and analyzed?

The research used a descriptive qualitative method with semi-structured interviews of six students. Thematic analysis by Braun and Clarke was applied to interpret the data.

What vocabulary-learning benefits do students report?

Students report improvements in vocabulary recall, refreshing and choosing vocabulary for daily use, spelling, synonyms, collocations, pronunciation, grammar support, and personalized learning, along with motivation and progress tracking.

What limitations does the study identify for Duolingo at B2 level?

For upper-intermediate learners, Duolingo is mainly seen as supporting vocabulary recall and pronunciation, with limited contribution to writing and reading skills at the B2 level; it should be supplemented with other resources.

Aug 29, 2026

Upload by Jordan Avery