Exploring the potential of gamified reading: the effects of duolingo on L2 reading, self-efficacy, and learner experiences in a Chinese university EFL context

This mixed-methods study examined the impact of gamified reading through Duolingo on L2 reading comprehension and reading self-efficacy among Chinese university students learning English as a Foreign Language (EFL). Sixty-three participants were randomly assigned to either an experimental group, which used Duolingo for reading practice, or a control group, which received traditional reading instruction. The study followed a pre-test, post-test, and delayed post-test design. Quantitative data from L2 reading comprehension tests and reading self-efficacy scales were analyzed using mixed-design ANOVAs to examine the effects of group (experimental vs. control) and time (pre-test, post-test, delayed post-test), as well as their interaction. Qualitative data from semi-structured interviews with the experimental group were analyzed through thematic analysis to capture learner experiences. Results showed a statistically significant main effect of group for L2 reading comprehension, indicating that the Duolingo-based intervention contributed to improved reading skills. However, the lack of a significant interaction effect between group (experimental vs. control) and time (pre-test, post-test) suggested that both groups demonstrated similar patterns of improvement over time. In terms of reading self-efficacy, no significant differences were observed between the groups. The qualitative findings revealed four key themes: enhanced motivation and engagement, improved comprehension and learning efficiency, challenges and limitations, and the perceived value of gamification in language learning. These results suggest that gamified reading using Duolingo can positively influence L2 reading comprehension and learner motivation, though its effect on self-efficacy may be limited.