Gamifying English Vocabulary Learning: The Role of Duolingo in Enhancing EFL Students' Vocabulary Mastery in UPT SMPN 2 Pangsid

Abstract

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning, as it supports students' ability to comprehend and communicate effectively in English. However, many students encounter difficulties in acquiring, memorizing, and using English vocabulary due to limited exposure to the target language and conventional teaching methods. This study aims to investigate the role of Duolingo as a digital game-based learning platform in enhancing students' English vocabulary mastery at UPT SMPN 2 Pangsid, Sidenreng Rappang, Indonesia. The proposed study employs a quantitative approach using a pre-experimental design involving pre-test and post-test assessments. Duolingo is integrated into vocabulary learning activities through interactive exercises, word recognition, sentence construction, and gamified tasks designed to encourage active participation and independent learning. Data are collected through vocabulary achievement tests administered before and after the instructional intervention, supported by questionnaires to explore students' learning interests. The quantitative data are analyzed using descriptive and inferential statistics to examine changes in students' vocabulary achievement. Drawing on the instructional framework presented in the original research, the study examines the potential of mobile-assisted language learning and gamification to create engaging and interactive vocabulary learning experiences. The anticipated contribution of this research is to provide pedagogical insights into the integration of Duolingo in secondary school English instruction and its potential to support students' vocabulary development. The study also highlights the importance of incorporating accessible digital learning applications into EFL classrooms to promote student engagement and technology-enhanced language learning.