Technology-enhanced Language Learning: Impacts of Duolingo Application on Micro Skills of L2 Speaking in Iranian Intermediate EFL Learners

Objective: This study investigated the impact of the Duolingo application on the micro-skills of L2 speaking (grammar, vocabulary & pronunciation) among intermediate-level English as a Foreign Language (EFL) learners in Iran. Methods: The participants were 60 Iranian EFL learners, aged 25-30, selected based on their proficiency in the Oxford Quick Placement Test (OQPT), and were divided into an experimental group (EG) and a control group (CG). The EG used Duolingo for language learning, while the CG received traditional face-to-face instruction. Both groups were pre-tested and post-tested using an IELTS speaking test, which assessed general speaking proficiency of the participants. A questionnaire was also administered to the EG to assess their attitudes toward the Duolingo application. Results: The results indicated that the EG outperformed the CG on the posttests of micro speaking skills of vocabulary and grammar, but no significant difference was found between the groups for pronunciation. Furthermore, the EG reported generally favorable attitudes towards the app. Conclusions: This study highlights the potential of technology-enhanced language learning tools like Duolingo in enhancing L2 speaking skills, suggesting avenues for further research into personalized and technology-driven language instruction.