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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.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-students-perception-towards-duolingo-application-as-a-tool-for-self-directed-learning-english-vocabulary/158031/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efl-students-perception-towards-duolingo-application-as-a-tool-for-self-directed-learning-english-vocabulary/158031.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-07","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What does the study focus on regarding Duolingo?","Question",{"text":113,"@type":114},"The study focuses on EFL students’ perceptions of Duolingo as a tool for self-directed English vocabulary learning at the B2 level.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the research conducted and analyzed?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"What vocabulary-learning benefits do students report?",{"text":122,"@type":114},"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.",{"name":124,"@type":111,"acceptedAnswer":125},"What limitations does the study identify for Duolingo at B2 level?",{"text":126,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},158031,1787993805,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":134,"read_time":81},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ABSTRACT  \nYani, Nofitri. 2025. Efl Students’ Perception Towards Duolingo Application as a Tool for Self-Directed Learning English Vocabulary. A Thesis. English Education Study Program. Faculty of Teacher Training and Education of Universitas Jambi in Academic Year 2024/2025 . The first supervisor is Hidayati, S.Pd., M.Pd. The second supervisor is Dr. Noprival, S.Pd., M.A., TESL.  \nThis study explores EFL students' perceptions of the Duolingo application asa tool for self-directed learning of English vocabulary at the B2 level. This study employs a descriptive qualitative method, with data collected through semi-structured interviews involving six English Education students who have used Duolingo for more than six months. Thematic analysis by Braun and Clarke was employed to analyze the data. The findings indicate that students perceive Duolingo as useful tool to enhance vocabulary learning at B2-level vocabulary, refreshing and recalling vocabulary, choosing and applying vocabulary for daily use, improving and recalling spelling, improving synonym, acquiring common collocation, enhancing pronunciation, strengthening grammar, helping in personalized learning and overall English language skills. In it effetiveness Duolingo contribute in motivating learners, tracking vocabulary learning progress, and offering time-efficient learning. They also appreciate its good visualization, effective features, and relevant vocabulary exercises. However, students also highlighted some limitations. For upperintermediate learners, Duolingo primarily serves as a tool for recalling vocabulary and improving pronunciation but does not significantly contribute to writing skills and reading for B2 level. Overall, Duolingo contributes to vocabulary improvement, but it should be supplemented with other learning resources for comprehensive language development.  \nKeywords: EFL students, Duolingo, vocabulary learning, perceptions","cbCaicBQwHgOUlNK","https://ap.wps.com/l/cbCaicBQwHgOUlNK","pdf",38046,"English","# Study Overview\n## Research Design and Participants\n## Data Analysis and Findings\n## Benefits and Limitations","[{\"question\":\"What does the study focus on regarding Duolingo?\",\"answer\":\"The study focuses on EFL students’ perceptions of Duolingo as a tool for self-directed English vocabulary learning at the B2 level.\"},{\"question\":\"How was the research conducted and analyzed?\",\"answer\":\"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.\"},{\"question\":\"What vocabulary-learning benefits do students report?\",\"answer\":\"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.\"},{\"question\":\"What limitations does the study identify for Duolingo at B2 level?\",\"answer\":\"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.\"}]","EFL Students’ Perception Towards Duolingo Application as a Tool for Self-Directed Learning English Vocabulary | PDF"]