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Sixty Iranian EFL learners aged 25–30 participated, selected via the Oxford Quick Placement Test and assigned to an experimental group using Duolingo or a control group receiving traditional face-to-face instruction. Both groups were pre- and post-tested using an IELTS speaking test, and the experimental group completed an attitudes questionnaire. 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Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran  \n2. Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran, [s.shafiee@iaushk.ac.ir](s.shafiee@iaushk.ac.ir)  \n3. Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran  \n\n| Article Info | ABSTRACT |\n| --- | --- |\n| Article type: | Objective: This study investigated the impact of the Duolingo application on the micro-skills |\n| Research Article | of L2 speaking (grammar, vocabulary & pronunciation) among intermediate-level English |\n| Article history: | as a Foreign Language (EFL) learners in Iran. |\n| Received 05 Aug. 2024 | Methods: The participants were 60 Iranian EFL learners, aged 25-30, selected based on their proficiency in the Oxford Quick Placement Test (OQPT), and were divided into an |\n| Received in revised form 4 | experimental group (EG) and a control group (CG) . The EG used Duolingo for language |\n| Nov. 2024 | learning, while the CG received traditional face-to-face instruction. Both groups were pre- |\n| Accepted 22 Dec 2024 | tested and post-tested using an IELTS speaking test, which assessed general speaking |\n| Published online 01 Mar. 2025 | proficiency of the participants. A questionnaire was also administered to the EG to assess |\n|  | their attitudes toward the Duolingo application. |\n| Keywords: | Results: The results indicated that the EG outperformed the CG on the posttests of micro |\n| Technology-enhanced | speaking skills of vocabulary and grammar, but no significant difference was found between |\n| Language Learning, | the groups for pronunciation. Furthermore, the EG reported generally favorable attitudes |\n| Duolingo Application, | towards the app. |\n| Micro Speaking Skills, | Conclusions: This study highlights the potential of technology-enhanced language learning |\n| Intermediate EFL Learners | tools like Duolingo in enhancing L2 speaking skills, suggesting avenues for further research into personalized and technology-driven language instruction. |\n| Cite this article: Aliabedi M., Shafiee, S. & Rahimi Esfahani, F. (2025) . Technology-enhanced language learning: impacts of Duolingo application on micro skills of l2 speaking in Iranian intermediate EFL learners. Iranian Journal of Educational Research, 4\u003Cbr>(1), 173-194.\u003Cbr>DOI: [https://doi.org/10.22034/4.1.173](https://doi.org/10.22034/4.1.173) |  |\n| | © The Author(s) . Publisher: University of Hormozgan.\u003Cbr>DOI: [https://doi.org/10.22034/4.1.173](https://doi.org/10.22034/4.1.173) |\n\n[ DOI: 10 . . .22034/4 1 173 [ Downloaded from ij h i[er. ormozgan.ac. r on 2026-09-30](er. ormozgan.ac. r on 2026-09-30)   \nIntroduction  \nTo improve teaching and learning quality, using new methods can be a useful solution. One such method is Computer-Assisted Language Learning (CALL) which refers to the application of computers in learning and teaching English. As Levy (1997) stated, CALL is the study of applications of the computer in language teaching and learning process. Moreover, Davies (2002) defined CALL as an approach to language teaching and learning in which the computer is used asan aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element. CALL can provide teachers with individualized instructions permitting students to work at their own pace (Nachoua, 2012) . In addition, CALL can promote language interaction between teacher and learners (Tatiana Dina & Ciornei, 2013) . CALL can help to apply experiential learning and practice in a variety of modes, provide useful feedback for students, encourage pair and grou","cbCaitMC3vlIGkwT","https://ap.wps.com/l/cbCaitMC3vlIGkwT","pdf",310952,22,"English","# Abstract\n# Introduction\n## Computer-Assisted Language Learning (CALL)\n## Duolingo as a technology-based language tool\n## Duolingo features and learning outcomes","[{\"question\":\"What was the study’s main objective regarding Duolingo?\",\"answer\":\"The study examined how using the Duolingo application affects L2 speaking micro-skills—specifically grammar, vocabulary, and pronunciation—among intermediate Iranian EFL learners.\"},{\"question\":\"How were participants selected and divided into groups?\",\"answer\":\"Sixty Iranian EFL learners aged 25–30 were selected using the Oxford Quick Placement Test (OQPT) and divided into an experimental group (Duolingo) and a control group (traditional face-to-face instruction).\"},{\"question\":\"What did the results show about micro-skills after the intervention?\",\"answer\":\"The experimental group outperformed the control group on posttests for vocabulary and grammar micro-skills, while no significant difference was found between groups for pronunciation. The experimental group also reported generally favorable attitudes toward Duolingo.\"}]","Technology-enhanced Language Learning - Impacts of Duolingo Application on Micro Skills of L2 Speaking in Iranian Intermediate EFL Learners | PDF",1790765094,55]