Browsing by Author "Guamán Yupangui, Tatiana Jazmín"

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    Duolingo to develop listening skills in EFL young learners
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Guamán Yupangui, Tatiana Jazmín; González Ortiz, Olga Lorena
    Developing listening skills is critical to teaching English as a foreign language (EFL), particularly for young learners who benefit from interactive and engaging learning environments. However, many EFL learners face challenges in effectively developing listening skills like limited exposure to real-life listening contexts, monotonous exercises, and a lack of technological integration further hinder students’ ability to comprehend spoken English effectively. This study aimed to analyze the effectiveness of Duolingo in enhancing listening skills among young EFL learners in the seventh grade at a school in Cotopaxi Province during the academic period from October 2024 to March 2025. The study employed a descriptive method to obtain comprehensive insights into student progress and experiences. A diagnostic test and progress test using the Cambridge A1 Movers Listening Test were administered to assess the listening proficiency of 22 students before and after the intervention. Additionally, a survey was conducted to measure students’ perceptions of Duolingo’s impact on their listening skills, motivation, and overall learning experience. The intervention consisted of 12 structured lessons that incorporated Duolingo as a supplemental tool for listening comprehension practice, allowing students to engage with diverse listening exercises, interactive tasks, and gamified activities. The progress test results demonstrated a significant improvement in listening comprehension, with students achieving notably higher scores than the diagnostic test. The survey results further revealed that Duolingo’s gamification elements, such as rewards, progress tracking, and interactive exercises, enhanced student engagement and motivation. However, some students encountered difficulties with specific listening tasks, such as distinguishing similar-sounding words and understanding fast-paced dialogues. The study concluded that Duolingo is a useful tool for improving listening skills when used in conjunction with teacher guidance and adaptive learning strategies. Future research should explore personalized learning models, AI-powered adaptive platforms, and long-term retention effects to further optimize technology-based language teaching.