The Impact of Duolingo on english learning motivation among students and college students in Indonesia

Abstract

This study aims to review the influence of using the Duolingo application on English learning motivation among students and university students in Indonesia. Employing a literature review approach by analyzing three relevant journals, the synthesis results indicate that Duolingo is effective in enhancing learning motivation, as reflected in increased enthusiasm, willingness to learn independently, and positive attitudes toward learning. The motivation that emerges is predominantly intrinsic, characterized by joy, satisfaction, and meaningful learning experiences, in line with motivational theories such as Self-Determination Theory, Maslow, Uno, and Gardner. Application features including gamification, immediate feedback, progress tracking, and adaptive content have been proven to strengthen students’ motivation by providing a more engaging and relevant learning experience. Nevertheless, variations in motivational factors appear across educational levels, with university students more driven by intrinsic motivation and flexibility of access, while secondary vocational students respond more to social aspects and healthy competition. Limitations in sample size and short duration of application use in previous studies remain obstacles to generalizing the findings. This study provides practical contributions by recommending that educators integrate gamification-based applications into English learning and opens opportunities for further research with broader scope and longer duration, positioning Duolingo as an innovative solution to support technology-based learning strategies in the digital era.