Exploring the Use of Duolingo for Pronunciation and Speaking Development among EFL Learners in Multilingual Classrooms in Papua
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.474Keywords:
Duolingo, EFL learners, Language Learning, Pronunciation, Speaking skillsAbstract
This study investigates the influence of Duolingo technology on the speaking and pronunciation abilities of fifth-semester Islamic Education (PAI) students at IAIN Sorong, Southwest Papua. Although numerous studies have examined the use of Duolingo applications, particularly in conducive learning environments, research in remote locations like Papua, where educational resources are scarce, remains underexplored. To fill this gap, this study utilized a qualitative descriptive methodology to gather data by administering open-ended questionnaires online to thirteen carefully chosen students who had used Duolingo for speaking practice. The data were subjected to thematic analysis to identify key themes related to pronunciation awareness, speaking confidence, motivation, learner autonomy, and learning difficulties. The results demonstrate that employing Duolingo boosts students' confidence, refines their pronunciation abilities, aids in vocabulary retention, and enables them to assume responsibility for their learning through its gamified features. However, further disadvantages were noted, such as mistakes in voice recognition, subpar audio quality, adverts in the free version, challenges with unstable internet connections, and the lack of real-time communication features. The study demonstrates that Duolingo functions efficiently as a supplementary tool for improving fundamental pronunciation and speaking skills; nonetheless, it cannot replace in-person interaction inside a classroom setting. Mobile tools for language acquisition, complemented by teacher support, are advised to improve students' speaking proficiency in multilingual higher education environments.
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