Exploring the potential of gamified reading: the effects of duolingo on L2 reading, self-efficacy, and learner experiences in a Chinese university EFL context.

ABSTRACT: This mixed-methods study examined the impact of gamified reading through Duolingo on L2 reading comprehension and reading self-efficacy among Chinese university students learning English as a Foreign Language (EFL). Sixty-three participants were randomly assigned to either an experimental group, which used Duolingo for reading practice, or a control group, which received traditional reading instruction. The study followed a pre-test, post-test, and delayed post-test design. Quantitative data from L2 reading comprehension tests and reading self-efficacy scales were analyzed using mixed-design ANOVAs to examine the effects of group (experimental vs. control) and time (pre-test, post-test, delayed post-test), as well as their interaction. Qualitative data from semi-structured interviews with

SUBMITTER: Yang W 

PROVIDER: S-EPMC12781743 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature