VOlUME 05 ISSUE 06 June 2026
1Tran Anh Vu, 2Nguyen Lan Huong
1,2Thu Dau Mot University
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n29Google Scholar Download Pdf
ABSTRACT
Mobile-assisted language learning has become increasingly common among young EFL learners, especially through vocabulary learning applications such as Duolingo. This study examined eighth-grade students’ vocabulary learning challenges, their patterns of mobile app and Duolingo use, and their perceptions of Duolingo’s usefulness for English vocabulary learning. A quantitative survey design was used. Data were collected from 50 students aged 13–14 through a paper-based questionnaire and analyzed using descriptive statistics. Reliability was assessed using Cronbach’s alpha and corrected item-total correlation respectively. The results showed that the students faced several difficulties in vocabulary learning. The highest mean score was in pronunciation (M = 4.90), followed by lack of motivation (M = 4.84), word usage, multiple meanings, and limited learning materials. Participants reported a high use of mobile applications to learn English vocabulary (70% very often). Most students were also familiar with Duolingo; 94% stated that they were aware of and used the application, and almost half of the valid participants had been using it for more than six months. Students’ perception of Duolingo was positive with the highest scores for pronunciation and correct vocabulary use (M = 4.62), motivation and interest (M = 4.57), real-life vocabulary use (M = 4.21), and vocabulary retention (M = 4.06). The descriptive comparison between the challenge and usefulness items indicates that students find Duolingo most useful in the most challenging aspects of language learning, namely pronunciation and motivation. However, since the study relied on self-reported data, future research should incorporate vocabulary tests or classroom evidence to examine actual learning gains.
KEYWORDS:perceived usefulness, vocabulary learning challenges, Duolingo-assisted learning, pronunciation support, learner motivation, secondary EFL learners
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Cite this Article:Vu, Tran Anh, and Nguyen Lan Huong. (2026). Eighth-Grade EFL Learners’ Perceptions of Duolingo for English Vocabulary Learning: A Quantitative Survey in Vietnam. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1618-1625. https://doi.org/10.58806/ijsshmr.2026.v5i6n29