Exploring Students' Perceptions of Duolingo: Engagement, Motivation, and Self-Confidence

Abstract

Mobile-assisted language learning (MALL) is increasingly used to extend English learning beyond the classroom, but evidence about learners' experiences remains fragmented because engagement, motivation, and self-confidence are often examined separately. This study investigated university EFL learners' perceptions of Duolingo across these interrelated dimensions while also recognizing perceived challenges as an intended questionnaire domain. A quantitative cross-sectional descriptive survey was conducted among university English learners with prior experience using Duolingo. Data were collected over two weeks using a structured five-point Likert questionnaire and summarized descriptively. Four in five respondents reported positive engagement. Motivation was characterized more strongly by goal achievement and intrinsic interest than by extrinsic rewards, while self-confidence was strongest for vocabulary and grammar and comparatively weaker for extended writing. Separate numerical results for perceived challenges were not available; therefore, no quantitative claim is made for that domain. By interpreting engagement, motivation, and self-confidence within a single learner-perception framework, the study contributes an integrated view of the psychological dimensions of MALL use while avoiding claims of causal proficiency gains. Pedagogically, the findings support Duolingo as a supplementary component of blended EFL instruction that should be paired with contextualized speaking, extended writing, and teacher feedback.