Gamified Language Learning: Investigating Duolingo's Impact among French as a Foreign Language (FLE) Learners on Vocabulary Acquisition and Practical Application

Abstract

Vocabulary acquisition serves as a critical foundation for target language proficiency development (Suziana & Nur Ameera, 2022). This study examines vocabulary acquisition in French as a Foreign Language (FFL) through Duolingo, a gamification-based mobile learning platform. Despite extensive research on Duolingo's pedagogical effectiveness, limited attention has been given to vocabulary retention and the practical application of learned lexical items in authentic communicative contexts. This quantitative investigation analyzes the vocabulary retention and mobilization capacity of A1 to B1 level learners using Duolingo, based on Common European Framework of Reference for Languages (CEFR) criteria. Data collection comprised structured questionnaires assessing usage patterns and learner perceptions, complemented by CEFR-aligned vocabulary assessments. Results demonstrate that Duolingo effectively supports vocabulary acquisition, particularly of high-frequency everyday lexicon. A significant majority of participants reported transferring learned vocabulary to contexts beyond the application, including written coursework and classroom interactions. However, findings reveal a methodological limitation: the study primarily evaluates written vocabulary recognition without measuring oral production or spontaneous conversational competence. This research addresses a critical gap in the literature on technology-enhanced vocabulary learning while establishing groundwork for future investigations into the transfer of digitally-acquired vocabulary to oral proficiency and real-time communicative competence in French. Implications for computer-assisted language learning (CALL) and FFL pedagogy are discussed.