Duolingo and Speaking Skills: Bridging the Gap to Personalized Learning for English Majors at Hanoi University of Industry
Authors
-
Doan Quang Dung
School of Languages and Tourism - Hanoi University of Industry
https://orcid.org/0009-0009-0022-3523 (unauthenticated)
-
Le Thu Huong
School of Languages and Tourism - Hanoi University of Industry
https://orcid.org/0000-0001-5647-0771 (unauthenticated)
Keywords:
AI-powered tools, speaking skill, personalized learning, English language teachingAbstract
The use of artificial intelligence (AI) in education has experienced a boom among both teachers and learners in recent years, particularly in the field of English teaching and learning. This study explores how Duolingo has the potential to bridge the gap between traditional language instruction and individualized learning experiences - speaking skills in particular - for English-major students at Hanoi University of Industry. Thanks to the functions of these tools, students could receive instant feedback, tailored pronunciation practice, and interactive conversation simulations. The study focuses on the advantages of AI in enhancing fluency, accuracy, and confidence, using a mixed-method approach, including questionnaires and interviews, to evaluate the effectiveness of this AI-powered tool. The application of AI in the development of English language teaching presents promising opportunities and offers suggestions for future prospects in teaching speaking skills.
References
Andriani, R., Sumardi, M. S., & Pratama, A. (2024). Factors affecting students’ English speaking performance in classroom participation. Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP, 5(2), 208–212. https://doi.org/10.30596/jppp.v5i2.20470
Ban, B., Pang, S., & Em, S. (2023). Debate: One of the key factors to improving students’ English language speaking skills. Journal of General Education and Humanities, 2(2), 107–120. https://doi.org/10.58421/gehu.v2i2.69
Business of Apps. (2023). Duolingo revenue and usage statistics (2023). https://www.businessofapps.com/data/duolingo-statistics/
Dautkalieva, P. B., & Ormanova, Z. K. (2020). The Impact of Motivation on Students' Behavior and Learning Process. Хабаршы. Психология Сериясы Учредители: Казахский национальный педагогический университет им. Абая, 65(4), 13-21.
https://doi.org/10.51889/2020-4.1728-7847.02
García Botero, G., & Questier, F. (2016). What students think and what they actually do in a mobile assisted language learning context: New insights for self-directed language learning in higher education. In S. Papadima-Sophocleous, L. Bradley, & S. Thouësny (Eds.), CALL communities and culture – short papers from EUROCALL 2016 (pp. 150–154). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.553
Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1), 43–59. https://files.eric.ed.gov/fulltext/EJ954859.pdf
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Januariza, Y., & Hendriani, S. (2016). Student anxiety in learning speaking. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 468–474.
Jayanetti, J. K. D. C. R. (2022). Situational problems as a major factor in the inadequacy of speaking competency in Sri Lankan adult ESL learners. Sri Lanka Journal of Social Sciences and Humanities, 2(2), 23–30. https://doi.org/10.4038/sljssh.v2i2.70
Kessler, M. (2023). Supplementing mobile-assisted language learning with reflective journal writing: A case study of Duolingo users’ metacognitive awareness. Computer Assisted Language Learning, 36(5–6), 1040–1063. https://doi.org/10.1080/09588221.2021.1968914
Khan, M. R., Khan, S. R., & Ahmad, S. (2016). Students’ perceptions about the importance of communication skills: A case study of EFL learners at Jazan University, Saudi Arabia. International Journal of English Language Education, 4(1), 63–78. https://doi.org/10.5296/ijele.v4i1.8782
Khan, S., Marwat, A., & Asghar, F. (2024). Investigating The Long-Term Effects of Small-Scale Pedagogical Interventions on Student Motivation and Engagement Tracking Small-Scale Pedagogical Motivation. Migration Letters, 21(S10), 147-164.
Lachhwani, V. (2022). Role of Information Technology in Education Sector: A Review. Available at SSRN 4322368. https://doi.org/10.54741/mjar.2.6.3
Le, V. C., & Nguyen, T. H. (2020). Application of the TPACK framework in technology integration in Vietnamese teacher education. VNU Journal of Science: Education Research, 36(4), 33–43. https://js.vnu.edu.vn/ER/article/view/4885
Loan, T. T. T., & Thủy, N. T. H. (2024). Vietnamese university lecturers apply AI in teaching: A case study in Thu Dau Mot University. European Journal of Theoretical and Applied Sciences (EJTAS), 2(6), 643–650. 10.59324/ejtas.2024.2(6).57
Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454
Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1), 83–101. https://doi.org/10.5944/ried.19.1.14581
Niño, A. (2015). Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education. IAFOR Journal of Education. https://doi.org/10.22492/ije.3.se.05
Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle. https://eric.ed.gov/?id=ED441344
Nurjanah, S., Sultan, J., Martaputri, N. A., Aisyah, S., & Seran, D. A. S. F. (2024, June). Mapping The Trends of Inclusive Education Research Based on Scopus Database: 2019-2024. In Proceeding of International Conference on Special Education in South East Asia Region (Vol. 3, No. 1, pp. 489-512) https://doi.org/10.57142/picsar.v3i1.460
Ork, Y., Chin, P., Ban, T., & Em, S. (2024). Factors causing students’ challenges in learning English speaking skills: A review (SSRN Working Paper). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4806990
Paneerselvam, A., & Mohamad, M. (2019). Learners’ challenges and English educators’ approaches in teaching speaking skills in an ESL classroom: A literature review. Creative Education, 10, 3299–3305. https://doi.org/10.4236/ce.2019.1013253
Pusparini, L. A., & Silitonga, L. M. (2025). Skill artificial intelligent supported Duolingo: Enhancing students’ speaking skills and reducing speaking anxiety in vocational education. Jurnal VARIDIKA, 91–112. https://doi.org/10.23917/varidika.v37i1.10431
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://www.cambridge.org/core/books/key-issues-in-language-teaching/8C0C9E8F2F3DB0495C450CA4602CA3A0
Sultana, N., & Jamin, B. (2021). Overcoming fear to improve English speaking skill. International Journal of Research and Innovation in Social Science, 5(12), 17–27. https://ideas.repec.org/a/bcp/journl/v5y2021i12p17-27.html
Ta, T. T. L., & Nguyen, H. T. T. (2024). Vietnamese university lecturers apply AI in teaching: A case study in Thu Dau Mot University. European Journal of Theoretical and Applied Sciences, 2(6), 643–650. https://doi.org/10.59324/ejtas.2024.2(6).57
Terenin, A. V. (2020). Awkward writing as the problem of Russian learners of English. ARPHA Proceedings, 3, 2533–2551. https://doi.org/10.3897/ap.2.e2533
Ulfa, K. (2023). The transformative power of artificial intelligence (AI) to elevate English language learning. Majalah Ilmiah METHODA, 13(3), 307-313. https://doi.org/10.46880/methoda.vol13no3.pp307-313
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study: Final report. City University of New York. https://theowlapp.health/wp-content/uploads/2022/04/DuolingoReport_Final-1.pdf
Vu, T. B. N. (2022). Application of technology in teaching and learning at the university—Opportunities and challenges for lecturers and students in Vietnam today. AsiaCALL Online Journal, 13(5), 100–111. . https://doi.org/10.54855/acoj.221357
White, P., Huang, V., & Campanale, N. (2023). Supporting hybrid engagement through digital learning design. In ASCILITE Publications (pp. 254–263). https://doi.org/10.14742/apubs.2023.575
Yusifli, K. O. (2018). Spoken Grammar and Its Role in the English Language Classroom. Научный вестник академии физической культуры и спорта, 1, 60-61. https://doi.org/10.28942/ssj.v1i2.53
Zainal, N., & Md Yunus, M. (2021). A review of the use of online module to improve English-speaking skills among university students. International Journal of Academic Research in Progressive Education and Development, 10(4), 147–155. https://doi.org/10.6007/IJARPED/v10-i4/11668
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Doan Quang Dung, Le Thu Huong
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the picte the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the proceedings' published version of the work (e.g., post it to an institutional repository, in a journal, or publish it in a book), with an acknowledgment of its initial publication in this proceedings.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.
