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Data combine CEFR-aligned vocabulary assessments with structured questionnaires on usage patterns and learner perceptions. Results indicate Duolingo supports high-frequency everyday vocabulary and encourages transfer to writing and classroom interactions, while noting a limitation in measuring only written recognition rather than oral production.",{"@graph":14,"@context":71},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gamified-language-learning-investigating-duolingos-impact-on-french-vocabulary-acquisition/158035/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gamified-language-learning-investigating-duolingos-impact-on-french-vocabulary-acquisition/158035.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-07","2026-08-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,68],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about Duolingo in French learning?","Question",{"text":63,"@type":64},"The study examines vocabulary acquisition, retention, and how learners mobilize Duolingo-learned vocabulary in real contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which learners and frameworks are used for the vocabulary analysis?",{"text":11,"@type":64},{"name":69,"@type":61,"acceptedAnswer":70},"What limitation does the research identify in its method?",{"text":11,"@type":64},"https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},158035,1787993823,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,117,120,124],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Religion & Spirituality",20,"religion-spirituality",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":115,"slug":119},"World Cup","world-cup",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":121,"slug":123},10,"Lifestyle","lifestyle",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":126,"show_sort_weight":95,"slug":127},19,"General","general",{"code":4,"msg":80,"data":129},{"doc_id":77,"user_id":130,"nickname":42,"user_avatar":131,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":137,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":78,"read_time":142},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Gamified Language Learning: Investigating Duolingo's Impact among French as a Foreign Language (FLE) Learners on Vocabulary  \nAcquisition and Practical Application Nazurah Izzati Haji Yazid., Nurshasha Shakirah Binti Mohd Hisham  \nAsian and European Languages, Universiti Malaya  \nDOI: [https://doi.org/10.47772/IJRISS.2026.10100552](https://doi.org/10.47772/IJRISS.2026.10100552)  \nReceived: 30 January 2026; Accepted: 05 February 2026; Published: 17 February 2026 ABSTRACT  \nVocabulary acquisition serves as a critical foundation for target language proficiency development (Suziana & Nur Ameera, 2022). This study examines vocabulary acquisition in French as a Foreign Language (FFL) through Duolingo, a gamification-based mobile learning platform. Despite extensive research on Duolingo's pedagogical effectiveness, limited attention has been given to vocabulary retention and the practical application of learned lexical items in authentic communicative contexts. This quantitative investigation analyzes the vocabulary retention and mobilization capacity of A1 to B1 level learners using Duolingo, based on Common European Framework of Reference for Languages (CEFR) criteria. Data collection comprised structured questionnaires assessing usage patterns and learner perceptions, complemented by CEFR-aligned vocabulary assessments. Results demonstrate that Duolingo effectively supports vocabulary acquisition, particularly of high-frequency everyday lexicon. A significant majority of participants reported transferring learned vocabulary to contexts beyond the application, including written coursework and classroom interactions. However, findings reveal a methodological limitation: the study primarily evaluates written vocabulary recognition without measuring oral production or spontaneous conversational competence. This research addresses a critical gap in the literature on technology-enhanced vocabulary learning while establishing groundwork for future investigations into the transfer of digitally-acquired vocabulary to oral proficiency and real-time communicative competence in French. Implications for computer-assisted language learning (CALL) and FFL pedagogy are discussed.  \nKeywords: Duolingo, vocabulary acquisition, French as a Foreign Language, gamification, CEFR, mobileassisted language learning  \nINTRODUCTION  \nBackground Research  \nIn language learning, there are two main approaches: formal learning and informal learning. Formal learning is structured through courses and assessments in an academic setting. However, informal learning is done in a selfdirected manner, often via digital resources.  \nWith the emergence of educational technologies, the boundaries between the two types of learning are becoming increasingly permeable, offering learners multiple opportunities to enrich their language skills outside the classroom (Suziana and Nur Ameera, 2022) .  \nThis research focuses on the second learning approach using Duolingo, which is one of the most popular language learning platforms in the world. It is designed around the principle of gamification, offering interactive learning that is accessible to all and often free (Mariska Febrianti, 2024) . Duolingo is also famous for its flexibility and ability to motivate learners through game elements such as points, badges, and daily challenges. In addition, it provides exercises covering the 4 main criteria in learning a foreign language: reading comprehension, listening comprehension, written production, and oral production (Mariska Febrianti, 2024) .  \nDespite its popularity and the numerous studies on its overall effectiveness, few studies focus on the acquisition and especially the retention of vocabulary in FLE through this application. Moreover, there is a lack of research exploring how learners actually use vocabulary acquired via Duolingo in authentic contexts. This raises the question: does learning through gamification allow for genuine, lasting, and functional linguistic appropr","cbCait1qSGyxCCPA","https://ap.wps.com/l/cbCait1qSGyxCCPA","pdf",1585913,18,"English","# Introduction\n## Background Research\n## Problem Statement\n## Research Objectives\n## Research Questions\n# Literature Review\n## Context: FLE in Malaysia","[{\"question\":\"What does the study investigate about Duolingo in French learning?\",\"answer\":\"The study examines vocabulary acquisition, retention, and how learners mobilize Duolingo-learned vocabulary in real contexts.\"},{\"question\":\"Which learners and frameworks are used for the vocabulary analysis?\",\"answer\":\"\"},{\"question\":\"What limitation does the research identify in its method?\",\"answer\":\"\"}]","Gamified Language Learning - Investigating Duolingo's Impact on French Vocabulary Acquisition | PDF",45]