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Sixty-three participants were randomly assigned to an experimental group using Duolingo for reading practice or a control group receiving traditional instruction. A pre-test, post-test, and delayed post-test design combined mixed-design ANOVAs on comprehension scores and self-efficacy scales with thematic analysis of semi-structured interviews. Results showed improved reading comprehension for the Duolingo-based group, while self-efficacy differences were not significant, and qualitative findings highlighted motivation, engagement, efficiency, and perceived value alongside challenges.",{"@graph":69,"@context":122},[70,84,105],{"@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/exploring-the-potential-of-gamified-reading-the-effects-of-duolingo-on-l2-reading-self-efficacy-and-learner-experiences-in-a-chinese-university-efl-context/457760/",{"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/exploring-the-potential-of-gamified-reading-the-effects-of-duolingo-on-l2-reading-self-efficacy-and-learner-experiences-in-a-chinese-university-efl-context/457760.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-11","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were participants assigned in the Duolingo gamified reading study?","Question",{"text":112,"@type":113},"Sixty-three Chinese university students were randomly assigned to an experimental group that used Duolingo for reading practice or a control group that received traditional reading instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What study design was used to measure outcomes?",{"text":117,"@type":113},"The study followed a pre-test, post-test, and delayed post-test design, combining quantitative analyses with qualitative interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main quantitative findings about reading comprehension and self-efficacy?",{"text":121,"@type":113},"Duolingo produced a statistically significant improvement in L2 reading comprehension for the experimental group, but no significant differences were found in reading self-efficacy between groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},457760,1791216412,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Yang andYing BMC Psychology (2026) 14:14 [https://doi.org/10.1186/s40359-025-03180-3](https://doi.org/10.1186/s40359-025-03180-3)  \nBMC Psychology  \nRESEARCH Open Access  \nExploring the potential of gamified reading:  the effects of duolingo on L2 reading, selfefficacy, and learner experiences in a Chinese university EFL context  \nWeiqin Yang 1* and Zhen Ying2  \nAbstract  \nThis mixed-methods study examined the impact of gamified reading through Duolingo on L2 reading comprehension and reading self-efficacy among Chinese university students learning English as a Foreign Language (EFL) . Sixty-three participants were randomly assigned to either an experimental group, which used Duolingo for reading practice, or a control group, which received traditional reading instruction. The study followed a pre-test, post-test, and delayed post-test design. Quantitative data from L2 reading comprehension tests and reading self-efficacy scales were analyzed using mixed-design ANOVAs to examine the effects of group (experimental vs. control) and time (pre-test, post-test, delayed post-test), as well as their interaction. Qualitative data from semi-structured interviews with the experimental group were analyzed through thematic analysis to capture learner experiences. Results showed a statistically significant main effect of group for L2 reading comprehension, indicating that the Duolingo-based intervention contributed to improved reading skills. However, the lack of a significant interaction effect between group (experimental vs. control) and time (pre-test, post-test) suggested that both groups demonstrated similar patterns of improvement over time. In terms of reading selfefficacy, no significant differences were observed between the groups. The qualitative findings revealed four key themes: enhanced motivation and engagement, improved comprehension and learning efficiency, challengesand limitations, and the perceived value of gamification in language learning. These results suggest that gamifiedreading using Duolingo can positively influence L2 reading comprehension and learner motivation, though its effect on self-efficacy may be limited.  \nKeywords Gamified reading, Duolingo, L2 reading comprehension, Reading self-efficacy, EFL learners, Mixedmethods research  \n*Correspondence:  \nWeiqin Yang  \n[weiqinyang060007@sina.com](weiqinyang060007@sina.com)  \n1Guangling College of Yangzhou University, Yangzhou 225009, China 2Party School of Yangzhou Municipal Committee of C. P. C, Yangzhou 225009, China  \n© The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit [http://creati](http://creati)[vecommons.org/l](vecommons.org/l)icenses/by-nc-nd/4.0/.  \nYang and Ying BMC Psychology (2026) 14:14  \nIntroduction  \nReading comprehension skills are essential for second language (L2) acquisition, enabling learners to interpret texts and deepen their understanding of the target language [1, 2]. However, educators often face challenges in fostering these skills. Traditional methods that focus on rote memorization and grammar drills frequentl","cbCaivvuCSXzansB","https://ap.wps.com/l/cbCaivvuCSXzansB","pdf",1788465,18,"English","# Introduction\n## Background on L2 reading comprehension in EFL contexts\n## Gamification and Duolingo in language learning\n## Role of self-efficacy in reading","[{\"question\":\"How were participants assigned in the Duolingo gamified reading study?\",\"answer\":\"Sixty-three Chinese university students were randomly assigned to an experimental group that used Duolingo for reading practice or a control group that received traditional reading instruction.\"},{\"question\":\"What study design was used to measure outcomes?\",\"answer\":\"The study followed a pre-test, post-test, and delayed post-test design, combining quantitative analyses with qualitative interviews.\"},{\"question\":\"What were the main quantitative findings about reading comprehension and self-efficacy?\",\"answer\":\"Duolingo produced a statistically significant improvement in L2 reading comprehension for the experimental group, but no significant differences were found in reading self-efficacy between groups.\"}]","Exploring the potential of gamified reading - the effects of Duolingo on L2 reading, self-efficacy, and learner experiences in a Chinese university EFL context | PDF",1790750384,45]