Academy of Education Journal

Vol. 17, No. 1, January 2026, Page: 131-138

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Rangga Mauluddino Putra et.al (AI-Driven Mobile Learning in Enhancing....)

AI-Driven Mobile Learning in Enhancing Learners’

Speaking Confidence in EFL Context

Rangga Mauluddino Putra

, Mukhlisin Rasuki

, Indri Astutik

Universitas Muhammadiyah Jember, Indonesia

ranggamauluddinoput[email protected]; muhlisin@unmuhjember.ac.id; indri@unmuhjember.ac.id

INFO ARTIKEL

ABSTRAK

Article History:

Received: September 28, 2025

Revised: October 27, 2025

Approved: December 19, 2025

Available Online: January 1,

2026

Artikel ini mengeksplorasi efektivitas Duolingo sebagai platform

pembelajaran bahasa berbasis kecerdasan buatan (AI) yang dibantu

perangkat seluler dalam meningkatkan kepercayaan diri berbicara bahasa

Inggris di kalangan pembelajar bahasa Inggris sebagai bahasa asing (EFL).

Dengan menggunakan metode riset pustaka, studi ini mensintesis temuan

dari artikel-artikel yang telah ditinjau oleh rekan sejawat yang diterbitkan

antara tahun 2020 dan 2025. Tinjauan ini mengidentifikasi mekanisme

melalui Duolingo dalam meningkatkan kepercayaan diri, termasuk

motivasi berbasis gamifikasi, latihan berbicara dengan tekanan rendah,

dan umpan balik pengucapan yang didorong oleh AI. Analisis lebih lanjut

menyoroti kekuatan pedagogis, keterbatasan, dan faktor kontekstual yang

memengaruhi persepsi pembelajar. Studi ini menyimpulkan bahwa

Duolingo memiliki potensi yang konsisten untuk meningkatkan

kepercayaan diri berbicara pembelajar, terutama ketika digunakan sebagai

alat tambahan dalam lingkungan pembelajaran yang didukung teknologi.

Kata Kunci:

Speaking Confidence

EFL Learners

Duolingo

Mobile-Assisted Language

Learning (MALL)

ABSTRACT

Keywords:

Speaking Confidence

EFL Learners

Duolingo

Mobile-Assisted Language

Learning (MALL)

This article explores the effectiveness of Duolingo as an Artificial Intellegence

(AI) based mobile-assisted language learning in improving English speaking

confidence among English as a foreign language (EFL) learner. Using a library

research method, this study synthesizes findings from peer-reviewed articles

published between 2020 and 2025. The review identifies mechanism through

Duolingo in enhances confidence, including gamification-based motivation,

reduced-pressure speaking practice, and AI-driven pronunciation feedback.

The analysis further highlights pedagogical strengths, limitations, and

contextual factors that influence learner perceptions. The study concludes that

Duolingo has consistent potential to enhance learners’ speaking confidence,

particularly when used as a supplementary tool in technology-enhanced

learning environments.

This is an open access article under CC BY-SA license

1. Introduction

Education where the current generation of young people are growing up in the digital age,

which is accompanied by the increasing use of interactive technology and game algorithms that

are more attractive to students. This has certainly triggered many changes in learning media.

Faced with competing forms of digital entertainment, traditional learning methods are often

unable to compete and fail to engage students in the learning process, resulting in a lack of

motivation and direct student engagement in the learning process.

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Findings from recent studies reinforce this view. Sari & Sulistyo (2022) states that the

limitations of conventional instructional models where are characterized by an emphasizes on

teacher-centered delivery, a lack of opportunities for practice, and speaking tasks that are

subject to social pressures, have given rise to a growing interrogation of their capacity to

adequately address the physocological and affective dimensions of oral proficiency.

As seen in classroom challenges, Amalia (2020) states that lack of flexibility in learning

exercises, lack of confidence, and fear of negative judgement remain even among students with

adequate linguistic knowledge, it makes clear about problem in speaking ability are not simply

due to students’ lack of language proficiency, but because there are other obstacles that arise

from the way learning is designed and implemented.

With technological advances that have changed the paradigm of foreign language

education, there has been a transition from traditional classroom teaching methods to a more

flexible, interactive, and digitally supported learning environment, which adds media with

access and nuances that can aid language learning. In Amalia's (2020) study, “mobile-assisted

language learning” (MALL) was first introduced by Chinnery (2006), where mobile devices

are used as tools to support language learning. Aratusa (2022) states that Mobile-based

Assisted Language Learning tools (MALL) are becoming increasingly relevant, especially that

application that integrating the principles of artificial intelligence and gamification.

In this study, researcher chose Duolingo as an application that offers easy access

flexibility, assessments that can reduce negative assessments through the application of

artificial intelligence (AI) technology, and micro-learning tasks combined with gamification.

Numerous research has examined the use of gamification and mobile-assisted language

learning (MALL) in improving linguistic achievement and learner motivation. There is notable

specific role of AI-driven mobile applications in enhancing learners’ speaking confidence

within English as a Foreign Language (EFL) context, particularly at the secondary school level

has received relatively limited attention. According to the predominant academic discourse on

this subject, the measurement of language learning outcomes, including vocabulary and

grammar proficiency, holds significant weight. However, the affective aspects of speaking,

such as confidence, reduced anxiety, and psychological safety, receive relatively little attention

in research. The present study addresses this gap by offering a literature-based analysis of

Duolingo where this application analysis combines empirical findings on the role of artificial

intelligence (AI)-supported features, including automated feedback, micro-learning structures,

and low-pressure practice spaces integrated with game elements, in promoting the development

of speaking confidence among English as a foreign language (EFL) learners at the high school

level.

This approach is believed to not only improve linguistic accuracy but also strengthen

learners’ confidence through repeated speaking practice with low pressure. Despite the

increasing popularity of gamification in education, this theoritical and empirical foundation

serves as a crucial point of support for the investigation of Duolingo’s potential to enhance

speaking confidence in the context of learning English as a foreign language (EFL). This

analysis contributes to the ongoing discussion of how AI-supported mobile learning

environments can effectively overcome the affective and pedagogical limitations that continue

to challenge the development of speaking confidence. By addressing this gap, this study aims

to provide practical insights from the results of applying gamification learning strategies to the

learners' perspective. The category of learners that this study focuses on is high school students

in grades 10 to 12.

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2. Method

The study conducted searches on academic databases like Crossref, Google Scholar, JSTOR,

and Publish or Perish. Keywords used included ‘gamification’, ‘Duolingo’, ‘Mobile-Assisted

Language Learning’. Article were selected based on peer-review status and relevance to EFL

gamification. A thematic analysis synthesize insight into platform effectiveness, applicability,

and challenges. This comprehensive process ensures valid and actionable findings.

this study employs a library research method, analyzing 15 peer reviewed articles published

between 2020 untill 2025. The articles were selected based on relevance to gamification in EFL

context, particularly focusing on learners’ perspectives. Data extraction focused on identifying

the features, implementation, and outcomes of Duolingo. Thematic analysis was conducted to

synthesize findings and provide insights into their applicability and challenges. The analysis

involveed extracting data on how the tools were implemented, their features, and the outcomes

reported by previous studies. This study will conduct searches resource in various academic

database and search engines such as Google Scholar, JSTOR, and Publish or Perish by using

keywords such as gamification, Duolingo, EFL learners after the relevant information have

been collected, researcher need to select resources with peer-review process or the resources

must from trusted sources, after resources selected researcher identify important findings by

explore it in depth analysis, by using this method the study aims to provide insights into the

tools’ such as effectiveness and applicability from Duolingo in enhancing sepaking confidence

in EFL context. It is hope that this article can provide a valuable scientific contribution to

further understanding the use of Duolingo as Mobile-Assisted Language Learning approaches

and its impact on (EFL) learners speaking confidence.

3. Result and Discussion

Results

This section presents the findings of the study by systematically analyzing the features,

impact, and outcomes associated with the use of Duolingo as medium in enhancing Learners’

speaking confidence. The results aim to highlight how these platforms enhance (EFL) learner’s

confidence in speaking context.

Duolingo as tools in Enhancing Students’ Speaking Confidence

1. AI-Driven Feedback and Pronunciation Accuracy

Several studies such as Pradana et al. (2023) have highlighted the crucial role of

Duolingo’s speech recognition system in facilitating the development of pronunciation

and confidence among learners in the context of EFL learners. Wijaya (2024) satates

that the platform’s artificial intelligence (AI)-based feedback mechanism allows

learners to receive instant corrective responses whenever they make pronunciation

errors, giving them opportunity to adjust without the pressure of being judged by

teacher or peers. The provision of instan feedback has been shown to increase

confidence and create a supportive environment for learners who may be hesitant to

participate directly in oral activities in a traditional classroom setting. Further research

shows that repeated exposure to AI-supported pronunciation tasks increases learners’

phonological awereness, helping them pronounce English sounds more accurately and

confidently (Hernandijaya, 2020). The implementation of non-judgemental feedback

system creates a safe environment, encouraging learners to participate in new speech,

which in turn reduces the anxiety typically associated with oral performance.

2. Impact on Learners’ Speaking Confidence and anxiety reduction

A review of literature reveals a persistent challenge in fostering effective oral

participation in face-to-face learning environments, particularly in the context of

English as a foreign language (EFL). Pradana et al. (2023) reported that technology-

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Rangga Mauluddino Putra et.al (AI-Driven Mobile Learning in Enhancing....)

based learning metaverses can provide learners with a more comfortable environment

for practicing speaking, as Mobile-Assisted Language Learning helps students

eliminate the social pressure that exists in classroom interactions. A recurrent theme in

the extant literature concerning the efficacy of Duolingo involves the anxiety reduction

system, where learners are permitted to reapet excercises without the concern of

negative assessments. This enhancement in psychological safety fosters an increase in

their propensity to engage in verbal communication and enables them to assume greater

risks in the production of spoken language. Researchers in this context suggest that

consistent practice in this low-pressure environment can contribute to gradual increase

in speaking confidence and in a broader scope. Furthemore, the implementation of an

AI-based progress system by Duolingo has been shown to support learners in building

confidence (Al-hakmani, 2025). This system enables learners to practice tasks untill

they reach a level of comfort and accuracy. These benefits have been shown to directly

enhance learners’ readiness to engage in real-world communication scenarios.

3. Gamificaiton and Sustained Motivation for Speaking Practice

Highlighting the importance of Duolingo’s Gamification features, such as XP

points, streaks, crowns, and achievement badges in maintaning learners’ motivation to

practice speaking tasks continously. Research indicates that elements in Duolingo

encourage the potential to increase the effectiveness of these activities in promoting

consistent speaking practice as compared to classroom environments with limited

opportunities for direct engagement (Mahbub et al., 2020). As indicated by the findings

of several studies, including those by Aratusa (2022), Amalia (2020), and Al-hakmani

(2025), learners reported experiencing increased enthusiasm and engagement when

attempting to sustain a streak or unlock a new level. This phenomenon served to

reinforce established learning patterns. This sustained motivation contributes to the

development of confidence in speaking by increasing exposure and repitition. But even

there are several features from Duolingo give paradigm motivational by using scores or

crowns as gamification assessment, some researchers such as Al-hakmani (2025) have

expressed concern that excessive emphasize on rewards may potentially distract

learners from engaging in meaningful communication and the accumulation of points.

When employed judiciously, gamification can foster sustained engagment and

favorably impact the cultivation of speaking skills.

4. Micro-Learning, Repitition, and Fluency Development

Duolingo micro-learning structure also plays an important role in improving

language fluency and building students’ confidence in speaking. The platform organizes

learning materials into short, manageable tasks that can be completed quickly, making

it easy for students with limited time to practice consistently (Andini & Salmiah, 2024).

These tasks, which include phrase repitition, sentence construction, and pronunciation

exercises, provide repeated exposure to language patterns in various contexts, thereby

supporting the internalization of linguistic structures. Research has shown that repeated

practice in a structured environment supports the development of automation in

learners, thereby reducing the cognitive load when speaking and improving oral fluency

(Apoko et al., 2023). For language learners who do not have the opportunity to practice

speaking individually in class, Duolingo offers continous access to support the

development of fluency. This, in turnm increases confidencen in speaking.

5. Learners’ Perceptions of Convenience, Accessibility, and Autonomy

A comprehensive review of the existing literature shows a consistent positive

perception among learners regarding the accessibility and convenience of Duolingo.

The mobile-based nature of the platform offered by Duolingo allows learners to

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practice speaking at their own pace and in various locations, thus offering a flexible

learning tool for individuals in an EFL context where exposure to English is limited

(Ferdyan & Halim, 2024). Learners often express that Duolingo helps them establish

productive learning routines and provides independence in designing their speaking

exercises. This indenpendence boosts confidence, as learners can control the pace,

frequency, and content of their practice sessions without external constraints. The

ability monitor progress, repeat difficult tasks, and engage in personalized practice has

been shown to strengthen learners’ belief in their speaking abilities, thereby enhancing

their confidence in oral performance.

6. Potential Limitations of Duolingo in Developing Speaking Confidence

It is acknowledged that Duolingo possesses certain advantages; however, the

existing literature identifies several limitations in its capacity to facilitate the

development of speaking confidence in its users. A significant concern relates to the

fact that AI-driven pronunciation evaluation is predominantly focused on segmental

characteristics, such as individual sounds. In contrast, elements of speech that are

organized around larger units, such as intonation, rhythm, and the natural flow of

speech, receive inadequate attentiont (Hermaningsih, 2021). this suggest that while

learners may develop confidence in controlled app environments, they may still

encounter difficulties during spontaneous communication. Another limitation involves

and absence of authentic interaction, with learners potentially encountering difficulties

in transferring app-based speaking confidence to real-life context (Anjani & Rahman,

2024). these limitations indicate that Duolingo should be employed as a supplementary

tool in conjunction with human-led speaking activities to ensure the maximisation of its

benefits.

Discussions

The findings indicate that Duolingo enhances speaking confidence through a combination of

AI-driven feedback, reduced social pressure, and sustained opportunities for low-risk verbal

practice. Pradana et al. (2023) noted that Duolingo’s speech recognition system enables

learners to receive instant and non-judgemental corrective feedback, allowing them to adjust

their pronunciation without fear of teacher or peer evaluation. This finding aligns with the

observations of wijaya (2024) and hernandijaya (2022) who have previously noted that

repeated tasks that involve the use of AI to support pronunciation can effectively reinforce

phonological awerness. The implementation of such tasks in educational settings has been

shown to foster a psychologycally safe environment, an aspect that is often lacking in

traditional classroom settings. This finding serves to substantiate the hypothesis that the

facilitation of evaluative tension, as opposed to linguistic enhancement specifically, is a

pivotal element for the enhancement of speaking confidence.

Research indicates that the Duolingo program assists in reducing speaking anxiety by

enabling learners to repeat exercises without experiencing negative self-judgement. This

approach helps to overcome the affective barriers frequently encountered in English as a

foreign Language (EFL) speaking activities. As emphasized by Pradana et al. (2023) and Al-

hakmani (2025), mobile-based learning allows learners practice untill they achieve comfort

and accuracy, which gradually improves their readiness for real communication. Findings

from the present study contributes to the argument that confidence in language acquisition

arises from continous, pressure-free interaction with language forms, rather than from isolated

speaking tasks in the classroom.

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The incorporation of gamification elements within Duolingo’s features has been

demonstrated to play a significant motivational role in this context. Features such as XP

points, streaks, crowns, and achievement badges that identified in Results and supported by

Mahbub et al. (2020), Aratusa (2022), amalia (2020), and Al-hakmani (2025) encourage

consistent speaking practice, reinforcing the habit formation that is crucial for confidence

growth. It is important to note that concerns about the potential to achieve confidence in

speaking may be hindered by reward features, where it can obscure meaningful

communicative engagement. The suggestion at this point is that gamificaiton should be

balanced with pedagogical objectives.

It has been demonstrated that the capacity to engage in regular, effectively managed

exercises has the effect of reducing cognitive load during the process of speech output, thus

enabling learners to articulate themselves with greater fluency and confidence. This is of

particular value in the context of learning English as a foreign language (EFL), where

opportunities to speak in class are limited. The micro-learning approach employed by

Duolingo has been demonstrated to facilitate language skill development through the

provision of concise, repetitive tasks that encourage automation (Andini & Salmiah, 2024;

Apoko et al., 2023).

Studies such as Ferdyan & Halim (2024) show that the platform’s flexible, mobile-

based design allows learners to manage their practice routines idependently, strengthening

their sense of control and ocnfidence. Features that enable progress monitoring and task

repitition further reinforce learners’ belief in their speaking abilities, consistent with self-

efficacy.

Despite these strengths, the literature identifies important limitations based on learners’

perspectives where there is about Duolingo’s AI evaluation primarily focuses on segmental

features and does not adequately address intonation, rhythm, and speech flow (Hermaningsih,

2021). The absence of authentic interaction, as noted by anjani & rahman (2024), suggests

that confidence developed within the app may not fully transfer to spontaneous

communication. These limitations highlight the optimal utilization of Duolingo as

supplementary tool, providing support rather than a replacement for speaking activities

designed to cultivate pragmatic and interactive competence.

4. Conclusion

In conclusion, gamification platforms such as Duolingo offer innovative solutions for

enhancing learners’ speaking confidence in EFL context. Educators should consider the

unique features of the tools provided by Duolingo when addressing challenges such as the

limitations of conventional learning methods. Future research should explore longitudinal

impacts and the integration of gamification in diverse educational settings.

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