The Effectiveness of Using the Duolingo Application in Enhancing the Speaking Skills of Jordanian EFL Learners

Abstract

The purpose of this study was to evaluate the effectiveness of the Duolingo application in improving the speaking skills of Jordanian EFL learners as well as examining how it affects learners' motivation to learn. A quasi-experimental research design was used to conduct the study, including 50 EFL learners divided evenly into two groups: an experimental group and a control group. Both groups were taught the same instructional content but in the experimental group, the Duolingo application was used as a supplemental learning tool during an eight-week period, whereas the control group used only traditional methods of instruction. Data were collected using a pre- and post-test to measure the speaking skills of participants (pronunciation, fluency, vocabulary, and grammatical accuracy), in addition to a motivation questionnaire. The results indicated statistically significant differences between the groups, showing improvement in the experimental group as compared to the control group in both speaking proficiency as well as motivation to be involved in speaking tasks. Learners using Duolingo recorded a greater degree of improvement in their speaking proficiency and a greater desire to participate in speaking activities. The findings suggest that Duolingo is an effective supplementary tool for developing speaking skills and increasing motivation among EFL learners. The study underscores a pedagogical value in adopting mobile applications in blended learning environments to further support communicative language teaching methods.