A Comparative Study of Duolingo and Traditional Classroom Instruction in Enhancing English Language Proficiency

Abstract

The recent surge in Mobile-Assisted Language Learning (MALL) has raised significant concerns about the efficacy of digital applications as opposed to traditional classroom-based learning as far as improving English proficiency is concerned. This research used a quasi-experimental pre-test/post-test control-group design with a sample of 60 undergraduate students (B1-B1+) in two groups, a Duolingo and a traditional instruction group, during an eight-week experiment. A standardized proficiency test that covered vocabulary, grammar, reading and listening, and a questionnaire that was used to determine how learners perceived it were used to gather data. Descriptive statistics, paired samples t-tests, independent samples t-tests, and Cohen d were used to analyze the data. The results indicated that the general proficiency increased significantly both groups (p < .001) and the effects were substantial (d = 1.73 in the Duolingo group; d = 1.57 in the traditional instruction group). There was no statistically significant difference in overall performance in the two groups. Nevertheless, the Duolingo group improved more in vocabulary and listening and the traditional group had a marginally higher improvement in grammar and reading. These findings indicate that the both methods are effective and can be employed complementary to each other, especially in building various subskills in language. The study suggests a Skill Complementarity Framework to explain such differences.