Assessing the Impact of Duolingo on Second Language Reading and Writing Skills: A Mixed-Methods Approach

This study examined the impact of Duolingo, a ubiquitous mobile language learning application, on developing second language (L2) reading and writing skills. Prior research suggested that Duolingo's emphasis on translating sentences and identifying vocabulary might positively impact these receptive skills. To investigate this further, the study employed a mixed-methods approach, combining quantitative data gleaned from user progress on Duolingo with Cambridge approved reading & writing tests of A2 level and a qualitative analysis of metaphorical perceptions collected from participants. The findings revealed positive developments, albeit with limitations. Learners demonstrated improved vocabulary knowledge, expanding their ability to recognize and understand words in context. Additionally, they gained proficiency in constructing basic sentences, laying the groundwork for written communication. However, limitations were identified. The program's emphasis on gamification and short, repetitive exercises may not adequately address the complexities of L2 grammar. Furthermore, the lack of dedicated writing prompts or opportunities to practice with complex writing tasks restricts the development of more advanced writing skills. Future research could explore the effectiveness of combining Duolingo with traditional writing instruction to address these limitations. This approach might offer a more comprehensive strategy for L2 literacy development, encompassing both recognition and production skills. By leveraging Duolingo's strengths in building vocabulary and basic sentence structure alongside traditional writing instruction that focuses on grammar and complex tasks, learners could achieve a more well-rounded development of their L2 literacy skills.