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Learners reported minimal prior English knowledge and used Duolingo as their only learning tool. Reading and listening were measured using the STAMP 4S English Test. Results indicated average end-of-A2 scores at Intermediate High, exceeding expected CEFR-aligned outcomes and surpassing Intermediate Mid.",{"@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/the-effectiveness-of-duolingo-english-courses-in-developing-reading-and-listening-proficiency/158022/",{"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/the-effectiveness-of-duolingo-english-courses-in-developing-reading-and-listening-proficiency/158022.png","ImageObject",300,407,{"name":92,"@type":93},"Ethan Miller","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",23,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"研究评估了哪些能力以及使用了什么测试？","Question",{"text":113,"@type":114},"研究评估学习者的阅读和听力能力，并使用 STAMP 4S English Test 的阅读与听力部分进行测量。","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"参与者的学习背景与学习条件是什么？",{"text":118,"@type":114},"参与者自述英语基础很弱或几乎没有先前熟练度，且把 Duolingo 作为唯一学习工具完成课程 Basic 内容至 A2。",{"name":120,"@type":111,"acceptedAnswer":121},"研究结果如何体现 Duolingo 课程的有效性？",{"text":122,"@type":114},"学习者在完成 Basic（A2）后平均达到阅读与听力的 Intermediate High，并在三种课程中普遍超过 CEFR 对应的预计水平，同时在 ACTFL 分级上进一步提升。","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},158022,1787993711,{"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":26,"preview_page_count":4},687207017582,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","calico journal (online) issn 2056–9017  \nArticle  \nThe Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency  \nXiangying Jiang 1, Ryan Peters2, Luke Plonsky3, and Bozena Pajak4  \nAbstract  \nThis study evaluated the reading and listening proficiency levels of 245 English language learners who completed the Basic content (through Common European Framework of Reference for Languages [CEFR] level A2) of one of the following three Duolingo English courses: English for Japanese, Spanish, or Portuguese speakers. Participants self-reported having little to no prior proficiency in English and used Duolingo as their only learning tool. Their language skills were measured using the reading and listening sections of the STAMP 4S English Test from Avant Assessment. The results show that, on average, learners at the end of the Basic content (A2) scored Intermediate High in both reading and listening in all three courses. Given that Duolingo’s English courses are CEFR-aligned with an expected proficiency outcome of Intermediate Mid upon completion of the A2 content, it is noteworthy that participants across the three studied courses surpassed these expectations by achieving an additional American Council on the Teaching of Foreign Language (ACTFL) sublevel in both reading and listening. Such results present a robust and coherent body of  \nAffiliations  \n1 Duolingo, Pittsburgh, Pennsylvania, USA.  \n[email: ](email: xiangying@duolingo.com)[xiangying@duolingo.com](email: xiangying@duolingo.com)  \n2 Duolingo, Pittsburgh, Pennsylvania, USA.  \nemail: [ryanpeters@duolingo.com](ryanpeters@duolingo.com)  \n[3](3 North Arizona University)[ North Arizona University](3 North Arizona University), USA.  \nemail: [luke.plonsky@nau.edu](luke.plonsky@nau.edu)  \n4 Duolingo, Pittsburgh, Pennsylvania, USA.  \n[email: ](email: bozena@duolingo.com)[bozena@duolingo.com](email: bozena@duolingo.com)  \nReceived: 24 July 2023 Accepted after revision: 21 January 2024  \ncalico journal [https://doi.org/10.1558/cj.26704](https://doi.org/10.1558/cj.26704)  \n© 2024, equinox publishing   \nThe Effectiveness of Duolingo English Courses  \nevidence affirming the efficacy of Duolingo’s English courses in enhancing learners’ competencies in reading and listening comprehension.  \nKeywords: Duolingo; efficacy; English; reading proficiency; listening proficiency; MALL.  \n1. Introduction  \nMobile-assisted language learning (MALL) has become increasingly popular in recent years, thanks in part to the ubiquity of smartphones and tablets. With the ability to access language learning apps and resources at anytime and from anywhere, mobile devices have transformed the way people approach language acquisition. This flexibility allows for more consistent and frequent exposure to the target language, which is crucial for successful language acquisition. Moreover, many mobile language learning apps are designed with gamification elements that make the learning process more enjoyable and motivating, leading to increased user engagement.  \nThe unprecedented growth of online and mobile-based language courses offered by both educational institutions and commercial organizations has caught the attention of scholars and practitioners as well as the general public. However, the effectiveness of these courses is still met with skepticism by numerous language teaching professionals (Brown, 2023; Lin & Warschauer, 2015). This skepticism is mainly attributed to the scarcity of empirical evidence that demonstrates the proficiency of learners through standardized and validated language proficiency measures (Burston & Giannakou, 2022; Tarone, 2015). One of the goals of the present study is, therefore, to describe the ability of app-based language learners in terms of standardized tests and their corresponding proficiency levels.  \nResearch on the effectiveness of such language learning tools also contributes to ongoing discussions about the roles offactors such as input, ins","cbCaikYGaz2gCqul","https://ap.wps.com/l/cbCaikYGaz2gCqul","pdf",1158943,24,"English","# 1. Introduction\n## Mobile-assisted language learning（MALL）背景与研究动机\n## 本研究目标与标准化测量框架\n# 2. 方法与测量（概述）\n## 研究对象与课程设置\n## STAMP 4S 测试与技能评估\n# 3. 结果（概述）\n## 阅读与听力水平提升\n## 与 CEFR/ACTFL 预期的对比","[{\"question\":\"研究评估了哪些能力以及使用了什么测试？\",\"answer\":\"研究评估学习者的阅读和听力能力，并使用 STAMP 4S English Test 的阅读与听力部分进行测量。\"},{\"question\":\"参与者的学习背景与学习条件是什么？\",\"answer\":\"参与者自述英语基础很弱或几乎没有先前熟练度，且把 Duolingo 作为唯一学习工具完成课程 Basic 内容至 A2。\"},{\"question\":\"研究结果如何体现 Duolingo 课程的有效性？\",\"answer\":\"学习者在完成 Basic（A2）后平均达到阅读与听力的 Intermediate High，并在三种课程中普遍超过 CEFR 对应的预计水平，同时在 ACTFL 分级上进一步提升。\"}]","The Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency | PDF"]