Duolingo as a Didactic Resource for Autonomous English Learning through Mobile Learning and Gamification

Abstract

This qualitative study examines the experiences of upper secondary education students who used the Duolingo application as a complementary instructional resource for learning English. In the current educational context, English language teaching faces persistent challenges, including low student motivation, limited use of innovative instructional resources, and the predominance of traditional, teacher-centered methodologies. In response to this situation, the study explores the pedagogical potential of Duolingo through three interrelated theoretical perspectives: autonomous learning, mobile learning, and gamification in language education. The research was conducted over an eight-week period with a group of students who used the application systematically under teacher guidance. Data were collected through semi-structured interviews, learning diaries, and direct observation, allowing for an in-depth understanding of students’ perceptions, practices, and experiences during the learning process. The findings indicate that consistent use of Duolingo contributed to increased linguistic confidence, vocabulary development, and regular practice of basic English structures, as well as greater integration of the language into students’ daily routines. Additionally, the application was perceived as an accessible, flexible, and motivating tool that encourages autonomous learning habits and reduces anxiety associated with making mistakes. However, the study also identified relevant limitations, such as the risk of superficial learning when the application is used without pedagogical mediation and a tendency toward mechanical use focused on rewards. Overall, the results suggest that Duolingo does not replace formal English instruction but can meaningfully enhance language learning progression when integrated into a strategic, reflective, and guided pedagogical framework aligned with curricular objectives.