Duolingo as a Supplementary Tool in Formal Beginner German Instruction
Leier, Vera; Korkealehto, Kirsi (2025)
Filodiritto
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2026020912073
https://urn.fi/URN:NBN:fi-fe2026020912073
Tiivistelmä
This study explores the role of Duolingo as a supplementary tool in formal German language
instruction for beginners at tertiary institutions in New Zealand and Sweden. Specifically, it
investigates how learners' engagement, and perceptions of language proficiency are influenced by
using Duolingo in their German language learning experience. Two groups of students (A1, CEFR)
participated: 19 students in New Zealand and 20 students in Sweden. The study compares their
attitudes toward Duolingo as a non-formal learning tool integrated into formal language courses
The theoretical framework is grounded in Self-Determination Theory [1,2], which focuses on
autonomous motivation—the intrinsic desire to learn an L2 because the learner finds it enjoyable and
rewarding. This framework is also informed by mobile learning theory, as mobile technologies such as
Duolingo can motivate frequent, informal learning opportunities rather than deep, formal learning [2].
Additionally, socio-cultural theory [3] is used to explore how Duolingo’s adaptive learning features and
gamification elements foster learner engagement, autonomy, and progression.
The research employs both quantitative (survey with Likert scale questions) and qualitative (thematic
analysis of open-ended responses) methods. A survey with was administered in early 2025 via
Google Forms. The findings reveal distinct differences in students’ perceptions of Duolingo, with
Swedish learners demonstrating a more positive attitude toward the tool compared to their New
Zealand counterparts. Both groups of students perceive Duolingo as a valuable tool for enhancing
listening (71% agreed) and reading (92% agreed) comprehension. Additionally, the gamified features
of Duolingo were highly motivational, with 86% of students agreeing. The study highlights Duolingo’s
potential as an effective supplementary tool for language learning while identifying the need for further
research into its long-term impact on language proficiency, retention, and broader educational
contexts
instruction for beginners at tertiary institutions in New Zealand and Sweden. Specifically, it
investigates how learners' engagement, and perceptions of language proficiency are influenced by
using Duolingo in their German language learning experience. Two groups of students (A1, CEFR)
participated: 19 students in New Zealand and 20 students in Sweden. The study compares their
attitudes toward Duolingo as a non-formal learning tool integrated into formal language courses
The theoretical framework is grounded in Self-Determination Theory [1,2], which focuses on
autonomous motivation—the intrinsic desire to learn an L2 because the learner finds it enjoyable and
rewarding. This framework is also informed by mobile learning theory, as mobile technologies such as
Duolingo can motivate frequent, informal learning opportunities rather than deep, formal learning [2].
Additionally, socio-cultural theory [3] is used to explore how Duolingo’s adaptive learning features and
gamification elements foster learner engagement, autonomy, and progression.
The research employs both quantitative (survey with Likert scale questions) and qualitative (thematic
analysis of open-ended responses) methods. A survey with was administered in early 2025 via
Google Forms. The findings reveal distinct differences in students’ perceptions of Duolingo, with
Swedish learners demonstrating a more positive attitude toward the tool compared to their New
Zealand counterparts. Both groups of students perceive Duolingo as a valuable tool for enhancing
listening (71% agreed) and reading (92% agreed) comprehension. Additionally, the gamified features
of Duolingo were highly motivational, with 86% of students agreeing. The study highlights Duolingo’s
potential as an effective supplementary tool for language learning while identifying the need for further
research into its long-term impact on language proficiency, retention, and broader educational
contexts