RQ1: How frequently do students at UD-UFLS utilize the Duolingo application for vocabulary learning purposes?

Table 2: Frequency of using Duolingo

Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International faculties
Education for Specific Purposes Studies

N 11 11 6 3 13 44
Daily
% 20.0% 20.0% 24.0% 13.6% 26.0% 21.3%
Several times N 20 25 8 11 21 85
a week % 36.4% 45.5% 32.0% 50.0% 42.0% 41.1%
N 6 8 4 1 6 25
Once a week
% 11.0% 14.5% 16.0% 4.5% 12.0% 12.1%
N 18 11 7 7 10 53
Rarely
% 32.7% 20.0% 28.0% 31.8% 20.0% 25.6%
N 55 55 25 22 50 207
Total
% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Table 3: Time spent using Duolingo to learn vocabulary
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International faculties
Education for Specific Purposes Studies

Less than 15 N 19 11 7 2 18 57
minutes % 34.5% 20.0% 28.0% 9.1% 36.0% 27.5%
N 31 39 17 13 28 128
15-30 minutes
% 56.4% 70.9% 68.0% 59.1% 56.0% 61.9%
30 minutes to 1 N 5 5 1 4 2 17
hour % 9.1% 9.1% 4.0% 18.2% 4.0% 8.2%
More than 1 N 0 0 0 3 2 5
hour % 0.0% 0.0% 0.0% 13.6% 4.0% 2.4%
N 55 55 25 22 50 207
Total
% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
RQ2: What are the perceptions of students at UD-UFLS towards using the Duolingo application for vocabulary acquisition at UD-UFLS?
RQ3: To what extent do the perceptions towards the Duolingo application for English vocabulary acquisition vary among students across
different majors?
Table 4: Factors affecting the decision to use Duolingo app
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International facultie
Education for Specific Purposes Studies
s

N 47 42 17 20 41 167
Ease of use
% 85.5% 76.4% 68.0% 90.9% 82.0%
Gamification features N 38 34 18 18 34 142
(e.g., streak, rewards) % 69.1% 61.8% 72.0% 81.8% 68.0%
Availability of diverse N 35 23 14 12 28 112
language courses % 63.6% 41.8% 56.0% 54.5% 56.0%
Positive N 12 6 6 2 12 38
recommendations from
% 21.8% 10.9% 24.0% 9.1% 24.0%
peers or instructors
Need for N 23 20 10 12 23 88
supplementary
% 41.8% 36.4% 40.0% 54.5% 46.0%
vocabulary practice
N 3 5 2 1 2 13
Other
% 5.5% 9.1% 8.0% 4.5% 4.0%
Table 3: Evaluating the effectiveness of the Duolingo application in learning English vocabulary
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English for International faculties
Education Specific Purposes Studies

Not effective N 0 0 0 0 0 0
at all % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Not very N 2 4 4 2 2 14
effective % 3.6% 7.3% 16.0% 9.1% 4.0% 6.8%
N 15 9 4 2 11 41
Neutral
% 27.3% 16.4% 16.0% 9.1% 22.0% 19.7%
Somewhat N 32 24 13 12 22 103
effective % 58.2% 43.6% 52.0% 54.5% 44.0% 49.8%
N 6 18 4 6 15 49
Very effective
% 10.9% 32.7% 16.0% 27.3% 30.0% 23.7%
N 55 55 25 22 50 207
Total
% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
 18
32.7%

Table 4: Students’ perception towards the main advantages of using the Duolingo application for English vocabulary learning
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International faculties
Education for Specific Purposes Studies

Convenience (accessible N 47 44 20 20 37 168

anytime, anywhere) % 85.5% 80.0% 80.0% 90.9% 74.0%
Engaging and interactive N 34 38 15 18 43 148
learning experience % 61.8% 69.1 % 60.0% 81.8% 86.0%
Helps in retaining N 39 29 16 17 33 134
vocabulary through spaced
% 70.9% 52.7% 64.0% 77.3% 66.0%
repetition
Provides immediate N 20 17 7 11 10 65
feedback on learning
% 36.4% 30.9% 28.0% 50.0% 20.0%
progress
Enhances motivation to N 18 15 11 8 23 75
learn vocabulary % 32.7% 27.3% 44.0% 36.4% 46.0%
N 2 3 0 0 0 5
Other
% 3.6% 5.5% 0.0% 0.0% 0.0%
Table 5: Students’ perception towards the main disadvantages or limitations of using the Duolingo application for English vocabulary
learning?
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International faculties
Education for Specific Purposes Studies

Limited depth of N 22 28 7 7 24 88
vocabulary coverage % 40.0% 50.9% 28.0% 31.8% 48.0%
Lack of contextualized N 26 26 8 9 22 91
learning % 47.3% 47.3% 32.0% 40.9% 44.0%
Overemphasis on N 35 27 10 9 24 105
memorization rather than
% 63.6% 49.1% 40.0% 40.9% 48.0%
understanding
Ineffective for advanced N 29 24 12 8 18 91
vocabulary acquisition % 52.7% 43.6% 48.0% 36.4% 36.0%
N 20 19 7 12 20 78
Technical glitches or bugs
% 36.4% 34.5% 28.0% 54.5% 40.0%
N 2 4 0 0 3 9
Other
% 3.6% 7.3% 0.0% 0.0% 6.0%
Table 6: Students’ perception towards the recommendation of the Duolingo application for English vocabulary learning?
Faculty of Foreign Faculty of Faculty of English & Faculty of Other Total
Language Teacher Chinese Faculty of English International faculties
Education for Specific Purposes Studies

N 17 14 8 6 20 65
Definitely yes
% 30.9% 25.5% 32.0% 27.3% 40.0% 30.4%
N 30 25 10 12 20 97
Probably yes
% 54.5% 45.5% 40.0% 54.5% 40.0% 46.9%
N 5 12 4 3 3 27
Unsure
% 9.1% 21.8% 16.0% 13.6% 6.0% 14.0%
N 3 4 3 1 4 15
Probably not
% 5.5% 7.3% 12.0% 4.5% 8.0% 7.2%
N 0 0 0 0 3 3
Definitely not
% 0.0% 0.0% 0.0% 0.0% 6.0% 1.4%
N 55 55 25 22 50 207
Total
% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%