The impact of Duolingo usage patterns on motivation and self-perceived speaking proficiency: a quantitative study of Chinese bachelor-level EFL students

Abstract With the increasing use of mobile-assisted language learning applications, understanding how different usage patterns relate to learners’ motivation and language outcomes has become an important area of research. This quantitative study examined the relationships among Duolingo usage patterns, intrinsic motivation, and self-perceived oral English proficiency among Chinese undergraduate English as foreign language learners. Guided by Self-Determination Theory, it also explored whether intrinsic motivation mediated the relationship between app use and speaking outcomes. Data were collected from 44 participants using a 25-item questionnaire, and correlation, regression, and mediation analyses were conducted. The results showed that usage frequency was positively associated with both intrinsic motivation and self-perceived oral English proficiency, whereas usage duration was not significantly related to either variable. Intrinsic motivation was positively associated with and significantly predicted self-perceived oral English proficiency. Mediation analyses further showed a significant indirect effect of usage frequency on oral proficiency through intrinsic motivation, but no such effect for usage duration. Overall, the study advances current understanding of gamified mobile-assisted language learning by showing that the educational value of Duolingo lies not simply in time spent on the app, but in the motivational processes associated with frequent engagement.