The use of Duolingo in EFL learning: Students’ and teacher’s perception

Abstract

This study investigates the use of Duolingo as a supplementary learning tool for Grade VIII students at SMP Mardi Yuana Rangkasbitung. Through interviews with the English teacher and ten students, the findings reveal high levels of engagement, with learners describing the app as game-like, convenient, and motivating. The teacher assigns two to three weekly missions to support out-of-class vocabulary practice, and this strategy aligns with broader research emphasizing the benefits of gamification for sustaining learner interest. While Duolingo’s features—such as streaks, badges, and instant feedback—enhance students’ motivation, both teacher and learners recognize potential risks related to digital distraction and screen overuse. To mitigate these issues, the teacher limits each homework session to 15 minutes and requires handwritten reflections to promote metacognitive awareness.