PERCEPTION ON THE USAGE OF DUOLINGO FOR ENGLISH VOCABULARY LEARNING AMONG STUDENTS AT HVCT VOCATIONAL COLLEGE, VIETNAM

Nguyen Duc Chi Thanh, Trinh Ngoc Thanh

Abstract


This study explores the perceptions of non-English major students at the HVCT Vocational College regarding the use of Duolingo for English vocabulary learning, with an emphasis on its role as a supplementary educational tool. A mixed-methods approach, employing both quantitative and qualitative analyses, was utilized to gather insights from 117 questionnaire respondents and 20 interview participants. Grounded in the Technology Acceptance Model (TAM), this research examines students' engagement with Duolingo, analyzing its perceived accessibility, ease of use, and interactive features. Results indicate that students generally hold positive views of Duolingo, particularly valuing its adaptive feedback and gamified elements for maintaining motivation and aiding vocabulary retention. However, students also expressed concerns over the limited practical application of learned vocabulary in real-life contexts. This study also contributes to understanding mobile-assisted language learning's (MALL) impact on Vietnamese vocational education and suggests considerations for optimizing MALL tool integration within educational frameworks.

 

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Keywords


Duolingo, Technology Acceptance Model, non-English major students’ perceptions, Mobile-Assisted Language Learning (MALL)

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References


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DOI: http://dx.doi.org/10.46827/ejel.v9i5.5703

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