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Forty-eight FFL college learners participated, split into experimental (n=25) and control (n=23) groups, with Duolingo used either throughout a semester or as an out-of-class supplementary tool. Results show significant gains in language achievement and self-regulation, alongside positive learner attitudes.",{"@graph":69,"@context":123},[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/investigating-the-impact-of-duolingo-on-second-language-learning-achievement-and-self-regulated-learning-among-french-as-a-foreign-language-learners/158082/",{"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/investigating-the-impact-of-duolingo-on-second-language-learning-achievement-and-self-regulated-learning-among-french-as-a-foreign-language-learners/158082.png","ImageObject",300,407,{"name":92,"@type":93},"Aurora","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",24,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does Duolingo affect L2 learning achievement and self-regulated learning in the study?","Question",{"text":113,"@type":114},"Quantitative analysis indicates a significant impact on language achievement and self-regulation. Overall findings suggest Duolingo supports both learning outcomes and self-regulatory processes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were the experimental and control groups organized?",{"text":118,"@type":114},"Forty-eight FFL college students were divided into an experimental group (n=25) and a control group (n=23). The control group received Duolingo content as PDFs during the semester, while the experimental group used Duolingo as a supplementary tool outside class.",{"name":120,"@type":111,"acceptedAnswer":121},"What qualitative aspects did learners report about using Duolingo?",{"text":122,"@type":114},"Interviews revealed positive attitudes toward Duolingo, highlighting accessibility, gamified learning, social interaction, customization, and improved speaking practice.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},158082,1787994535,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":19,"preview_urls":146},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Investigating the Impact of Duolingo on Second Language Learning Achievement and Self-Regulated Learning among French as a Foreign  \nLanguage Learners  \nJalil Fathi ([j](j.fathi@uok.ac.ir)[.fathi@uok.ac.ir](j.fathi@uok.ac.ir))  \nAssociate Professor in Applied Linguistics, Department of English and Linguistics,  \nUniversity of Kurdistan, Sanandaj, Iran  \n[http://orcid.org/0000-0003-1146-1024](http://orcid.org/0000-0003-1146-1024)  \nMohammad Ahmadnejad ([m.ahmadnejad@uok.ac.ir](m.ahmadnejad@uok.ac.ir)) *Corresponding author Assistant Professor in Applied Linguistics, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran  \n[https://orcid.org/0000-0002-0952-8456](https://orcid.org/0000-0002-0952-8456)  \nSamireh Nosrati ([samira.nosrati0@gmail.com](samira.nosrati0@gmail.com))  \nDepartment of English and Linguistics, University of Kurdistan, Sanandaj, Iran  \nAbstract  \nAmidst the challenges and opportunities in post-COVID-19 language education, innovative approaches are essential to support cognitive development and well-being in learners. This study employs an explanatory sequential design to explore Duolingo's impact on second language (L2) learning achievement and self-regulated learning in French as a foreign language (FFL) students. 48 FFL college students from an Iranian university participated, divided into experimental (n=25) and control (n=23) groups. The control group received Duolingo content as PDFs throughout a university semester, while the experimental group utilized Duolingo as a supplementary tool outside the classroom. Data collection involved Duolingo for schools, a self-regulated learning questionnaire, and semi-structured interviews. Quantitative analysis revealed Duolingo's significant impact on language achievement and self-regulation, emphasizing its efficacy in teaching French to beginners. Qualitative findings showcased positive attitudes towards Duolingo, lauding its accessibility, gamified learning, social interaction, customization, and enhanced speaking practice. This research offers insights into leveraging technology, like Duolingo, for cognitive development, language proficiency, and self-regulated learning amid post-COVID-19 language learning challenges.  \nKeywords: Duolingo, second language learning, self-regulated learning, language achievement, French as a foreign language, post-COVID-19.  \nIntroduction  \nIn the wake of the post-COVID-19 era, the landscape of education has undergone transformative changes, urging educators to explore innovative approaches that extend beyond traditional cognitive development paradigms (Zhao & Watterston, 2021) . Amidst these challenges, technology has emerged as a powerful ally, presenting novel opportunities to enhance language education and learners' overall well-being (Chen, 2022; Liu et al., 2023) . Digital technologies and mobile applications have emerged as promising platforms for language acquisition, offering learners convenient and interactive ways to develop their language skills (Azizi et al., 2022; Elaish et al., 2019; Fathi et al., 2023; González-Lloret, 2019; Lin & Warschauer, 2015; Shafiee Rad et al., 2022; Yang et al., 2021; Yu & Trainin, 2022) .  \nOne language learning application that has gained significant popularity and recognition is Duolingo. Duolingo has attracted a broad user base with its diverse language courses, including French (Kessler et al., 2023; Loewen et al., 2019) . Duolingo's gamified approach sets it apart, incorporating engaging activities and interactive exercises that captivate learners (Munday, 2017; Rachels & Rockinson-Szapkiw, 2018) . Duolingo's accessibility, cost-free nature, and user-friendly interface have made it a preferred choice for language learners, including those studying French as a foreign language (FFL) (Savvani, 2019; Vesselinov & Grego, 2012) .  \nDespite growing research on Duolingo's effectiveness in language learning (Jiang et al., 2020; Kessler et al., 2023; Li & Bonk, 2023), s","cbCairvezdcDfqUW","https://ap.wps.com/l/cbCairvezdcDfqUW","pdf",312344,35,"English","# Introduction\n## Background and rationale\n## Research gaps and study purpose\n# Method\n## Participants and groups\n## Learning conditions and tools\n## Data collection and measures\n# Results\n## Quantitative findings\n## Qualitative findings\n# Discussion and implications","[{\"question\":\"How does Duolingo affect L2 learning achievement and self-regulated learning in the study?\",\"answer\":\"Quantitative analysis indicates a significant impact on language achievement and self-regulation. 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