Saudi EFL Students’ Perception towards the Use of Duolingo Application in Learning English
Keywords:
English language learning apps, EFL students, Saudi students, Perception, duolingo
Abstract
This study aimed to investigate Saudi EFL students’ perceptions of using the Duolingo application as a tool for learning English. Employing a descriptive research design, the study gathered data from 163 student participants through structured questionnaires. The findings revealed that students generally held highly positive perceptions of the application’s features and its role in language learning. Specifically, a significant majority of participants find Duolingo easy to access on mobile devices and laptops (91.8%), and they report that the app’s features are user-friendly and facilitate interaction with other learners (82.3%). Additionally, most participants agree that Duolingo offers convenient, anytime, anywhere access for practicing English (83.7%). Duolingo was found to be highly effective for improving various English skills, with over 85% of participants acknowledging its usefulness for enhancing reading, writing, listening, and speaking abilities. Moreover, it supports vocabulary enrichment (83.7%) and offers opportunities for self-learning outside the classroom. A majority of participants also agreed that Duolingo encourages responsibility for self-learning, enhances motivation, and provides valuable opportunities for cross-cultural exchange and communication with teachers. However, the study also highlighted some challenges, such as the need for reliable devices and strong Wi-Fi connections, with 67.4% of participants recognizing that Duolingo requires specific electronic devices and skills. Additionally, some participants (over 30%) felt that Duolingo might be more expensive than traditional learning methods. Despite these challenges, most students found the app engaging and reported feeling motivated to use it for improving their English outside the classroom. Overall, the findings suggest that Duolingo is a beneficial and effective tool for language learning, offering flexibility, accessibility, and enhanced learner motivation, though it requires appropriate technology and internet resources for optimal use.
References
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21. Azmy, N. G., Alhalafawy, W. S., & Anwar, R. (2015). Virtual Educational Tours. In N. G. Azmy (Ed.), Interactive learning environments (pp. 495-545): Dar Elfikr Elarabi, Cairo. Egypt.
22. Chen, X. B. (2013). Tablets for informal language learning: student usage and attitude. Language Learning & Technology, 17(1), 20-36.
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27. Kim, N. Y. (2016). Effects of voice chat on EFL learner’s speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88.
28. Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In: Svensson, Patrik (Ed.) Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: language learning and IT) (pp. 295–310). Sweden: Swedish Net University (Nätuniversitetet).
29. Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
30. Kukulska-Hulme, A., & Traxler, J. (2007). Designing for mobile and wireless learning. In H. Beetham, & R. Sharpe (Eds.), Rethinking pedagogy for the digital age: Designing and delivering e-learning (pp. 180-192). London, UK: Routledge.
31. Muhammad, A.-H. W. S., & Zaki, Z. M. Z. T. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
32. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10). doi:https://doi.org/10.24294/jipd.v8i10.5079
33. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
34. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. doi:https://doi.org/10.24294/jipd.v8i5.4157
35. Sharples, M., & Pea, R. (2014). Mobile learning. In R. Keith Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 501-521). New York: Cambridge University Press.
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37. Traxler, J. (2005). Defining mobile learning. Proceedings of the IADIS International Conference on Mobile Learning 2005 (pp. 261-266). Qwara, Malta: IADIS Press.
38. Vision. (2023). The Vision Realization Programs. Retrieved February 16 from https://www.vision2030.gov.sa/
39. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). doi:https://doi.org/10.62754/joe.v3i8.5005
40. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. doi:https://doi.org/10.62754/joe.v3i4.3770
41. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. doi:10.62754/joe.v3i7.4440
42. Zou, B., & Li, J. (2015). Exploring mobile apps for English language teaching and learning. Proceedings of the 2015 EUROCALL Conference (pp. 564-568). Dublin: Research-publishing.net.
43. Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar?. Teaching English with Technology, 16(3), 17-36.
44. Werbach, K. (2015). Gamification, Coursera Platform: University of Pensylvania. Last accessed February, 8, 2016.
45. Pappas, C. (2015). Gamification vs game-based elearning: How to integrate them into your elearning course design.
46. Krashen, S. (2014). Does Duolingo “trump” university-level language learning. International Journal of Foreign Language Teaching, 9(1), 13-15.
47. Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience (Duolingo como parte del curriculum de las clases de lengua extranjera).
48. White, K. (2014). Duolingo: All the buzz. The linguistic, 53(1).
49. Cakir, I. (2015). Opinions and attitudes of prospective teachers for the use of mobile phones in foreign language learning. Contemporary Educational Technology, 6(3), 239-255.
50. Naidu, S. (2006). A Guidebook of Principles, Procedures, and Practices. Commonwealth Educational Media Center for Asia. New Delhi, India: Director CEMCA.
51. Tyler, R. (2014). Mobile tech-defining mobile technology for legal professionals.
52. Nezarat, A., & Miangah, T. M. (2012). An Intelligent Agent Based Model for Cross-Language Retrieval of Chunks using Linguistic Corpora.
53. Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
54. Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23, 1091-1099.
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57. Gilgen, R. G. (2004). Creating a mobile language learning environment. In PowerPoint presentation presented at the Educause Midwest Regional Conference, Chicago, IL. Retrieved June (Vol. 30, p. 2005).
58. Böhm, S., & Constantine, G. P. (2016). Impact of contextuality on mobile learning acceptance: An empirical study based on a language learning app. Interactive Technology and Smart Education, 13(2), 107-122.
59. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
60. White, K., & Siracusa, F. (2013). Translating with Duolingo for Language Learning, The FLTMAG, Nov 8.
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2. Alhalafawy, W. S. (2018). Innovations in Educational Technology in the Information Age. Dar Al-Fikr.
3. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
4. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
5. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
6. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
7. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
8. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
9. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
10. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. doi:https://doi.org/10.24294/jipd.v8i8.4837
11. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8). doi:https://doi.org/10.62754/joe.v3i8.5004
12. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8). doi:https://doi.org/10.62754/joe.v3i8.5003
13. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. doi:https://doi.org/10.62754/joe.v3i3.3331
14. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). Hershey, USA: IGI Global Scientific Publishing, Hershey, USA.
15. Alzahrani, F. K. (2018). The Relationship Between Subtitled Video Sharing and Vocabulary Learning Among EFL Students at Secondary Stage. Journal for Specialized Studies, 15(1), 29-48.
16. Alzahrani, F. K. (2021). The Effectiveness of Padlet in Enhancing Reading and Writing Skills in English Language Course Among EFL Students at Secondary Stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
17. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
18. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. journal of arts, literature, humanities and social sciences, (97), 345-363. https://doi.org/DOI: https://doi.org/10.33193/JALHSS.97.2023.941
19. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
20. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613.
21. Azmy, N. G., Alhalafawy, W. S., & Anwar, R. (2015). Virtual Educational Tours. In N. G. Azmy (Ed.), Interactive learning environments (pp. 495-545): Dar Elfikr Elarabi, Cairo. Egypt.
22. Chen, X. B. (2013). Tablets for informal language learning: student usage and attitude. Language Learning & Technology, 17(1), 20-36.
23. El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 12-21.
24. Kim, H. S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11-30.
25. Kim, H. Y., & Kwon, Y. H. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
26. Kim, H., & Yoon, M. (2014). Adopting smartphone-based blended learning: An Experimental study of the implementation of Kakao-Talk and Mocafe. Multimedia assisted Language Learning, 17(2), 86-111.
27. Kim, N. Y. (2016). Effects of voice chat on EFL learner’s speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88.
28. Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In: Svensson, Patrik (Ed.) Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: language learning and IT) (pp. 295–310). Sweden: Swedish Net University (Nätuniversitetet).
29. Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
30. Kukulska-Hulme, A., & Traxler, J. (2007). Designing for mobile and wireless learning. In H. Beetham, & R. Sharpe (Eds.), Rethinking pedagogy for the digital age: Designing and delivering e-learning (pp. 180-192). London, UK: Routledge.
31. Muhammad, A.-H. W. S., & Zaki, Z. M. Z. T. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
32. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10). doi:https://doi.org/10.24294/jipd.v8i10.5079
33. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
34. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. doi:https://doi.org/10.24294/jipd.v8i5.4157
35. Sharples, M., & Pea, R. (2014). Mobile learning. In R. Keith Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 501-521). New York: Cambridge University Press.
36. T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319.
37. Traxler, J. (2005). Defining mobile learning. Proceedings of the IADIS International Conference on Mobile Learning 2005 (pp. 261-266). Qwara, Malta: IADIS Press.
38. Vision. (2023). The Vision Realization Programs. Retrieved February 16 from https://www.vision2030.gov.sa/
39. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). doi:https://doi.org/10.62754/joe.v3i8.5005
40. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. doi:https://doi.org/10.62754/joe.v3i4.3770
41. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. doi:10.62754/joe.v3i7.4440
42. Zou, B., & Li, J. (2015). Exploring mobile apps for English language teaching and learning. Proceedings of the 2015 EUROCALL Conference (pp. 564-568). Dublin: Research-publishing.net.
43. Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar?. Teaching English with Technology, 16(3), 17-36.
44. Werbach, K. (2015). Gamification, Coursera Platform: University of Pensylvania. Last accessed February, 8, 2016.
45. Pappas, C. (2015). Gamification vs game-based elearning: How to integrate them into your elearning course design.
46. Krashen, S. (2014). Does Duolingo “trump” university-level language learning. International Journal of Foreign Language Teaching, 9(1), 13-15.
47. Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience (Duolingo como parte del curriculum de las clases de lengua extranjera).
48. White, K. (2014). Duolingo: All the buzz. The linguistic, 53(1).
49. Cakir, I. (2015). Opinions and attitudes of prospective teachers for the use of mobile phones in foreign language learning. Contemporary Educational Technology, 6(3), 239-255.
50. Naidu, S. (2006). A Guidebook of Principles, Procedures, and Practices. Commonwealth Educational Media Center for Asia. New Delhi, India: Director CEMCA.
51. Tyler, R. (2014). Mobile tech-defining mobile technology for legal professionals.
52. Nezarat, A., & Miangah, T. M. (2012). An Intelligent Agent Based Model for Cross-Language Retrieval of Chunks using Linguistic Corpora.
53. Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
54. Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23, 1091-1099.
55. Techopedia (2020). Available at: https://www.techopedia.com/definition/2953/mobile-application-mobile-app.
56. Rossing, J. P., Miller, W. M., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 1-26.
57. Gilgen, R. G. (2004). Creating a mobile language learning environment. In PowerPoint presentation presented at the Educause Midwest Regional Conference, Chicago, IL. Retrieved June (Vol. 30, p. 2005).
58. Böhm, S., & Constantine, G. P. (2016). Impact of contextuality on mobile learning acceptance: An empirical study based on a language learning app. Interactive Technology and Smart Education, 13(2), 107-122.
59. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
60. White, K., & Siracusa, F. (2013). Translating with Duolingo for Language Learning, The FLTMAG, Nov 8.
61. Lionetti, L. (2013). Duolingo In: https://lclionetti.files.wordpress.com/2013/11/duolingo-e-learning-tool.pdf.
Published
2025-02-03
How to Cite
Rajeh Fayeh Abdan Althiyabi. (2025). Saudi EFL Students’ Perception towards the Use of Duolingo Application in Learning English. Journal of Educational and Human Sciences, (42), 345-360. https://doi.org/10.33193/JEAHS.42.2025.592
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Copyright (c) 2025 Rajeh Fayeh Abdan Althiyabi
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