Skill Artificial Intelligent Supported Duolingo: Enhancing Students’ Speaking Skills and Reducing Speaking Anxiety in Vocational Education
DOI:
https://doi.org/10.23917/varidika.v37i1.10431Keywords:
Artificial intelligent-supported Duolingo, speaking skills, speaking anxietyAbstract
The integration of artificial intelligence (AI) into language education has introduced adaptive, interactive learning experiences that enhance student engagement, particularly in English language instruction. For vocational students, strong communication skills are essential alongside technical competencies. However, challenges such as limited speaking exposure, low self-confidence, and high anxiety persist, often intensified by traditional grammar-focused teaching methods. This study investigates the effectiveness of AI-supported Duolingo in enhancing speaking skills and reducing speaking anxiety among 64 students at SMKN 1 Kunduran, a vocational high school in Indonesia. Utilizing a mixed-methods approach, quantitative data were analyzed using ANOVA and ANCOVA, while qualitative insights were gathered through student interviews and analyzed via MAXQDA. Results show that Duolingo significantly improved students’ speaking skills such as their vocabulary, pronunciation, and fluency, with the experimental group consistently outperforming the control group. The platform’s AI-driven speech recognition and instant feedback mechanisms fostered a low-anxiety environment, increasing learners’ speaking confidence. Student perceptions further highlighted Duolingo’s ease of use, engaging gamification, and collaborative learning benefits. Nevertheless, the study reinforces the importance of real-life speaking interactions to achieve comprehensive fluency.
Downloads
References
Adebesin, F., & Pillay, K. (2022). Academics’ Perspectives on the Strengths and Limitations of Blackboard Ally. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13449 LNCS, 285–295. https://doi.org/10.1007/978-3-031-15273-3_32
Adov, L., Must, O., & Pedaste, M. (2017). Attitudes towards mobile devices in estonian basic education: Using the framework of the UTAUT model. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10296 LNCS, 319–329. https://doi.org/10.1007/978-3-319-58515-4_25
Alamer, A., & Almulhim, F. (2021). The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.618655
Alduais, A., Al-Qaderi, I., & Alfadda, H. (2022). Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent. Children, 9(9). https://doi.org/10.3390/children9091407
Andersen, S. T. (2022). Diffusion of Innovative Digital Work Practices. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13449 LNCS, 278–284. https://doi.org/10.1007/978-3-031-15273-3_31
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5–6), 1058–1089. https://doi.org/10.1080/09588221.2020.1770293
Benaouag, C. E. A., & Kharchi, L. (2024). Technological innovation and its role in promoting the competitive advantage of the industrial enterprises. Journal of Innovations and Sustainability, 8(2), 12. https://doi.org/10.51599/is.2024.08.02.12
Brown, H. Douglas. (2004). Language assessment : principles and classroom practices. Pearson/Longman.
Cascio, W. F., & Montealegre, R. (2016). How Technology Is Changing Work and Organizations. In Annual Review of Organizational Psychology and Organizational Behavior (Vol. 3, pp. 349–375). Annual Reviews Inc. https://doi.org/10.1146/annurev-orgpsych-041015-062352
Chien, Y. C., Wu, T. T., Lai, C. H., & Huang, Y. M. (2022). Investigation of the Influence of Artificial Intelligence Markup Language-Based LINE ChatBot in Contextual English Learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.785752
Daud, N. M. (2025). From innovation to stress: analyzing hybrid technology adoption and its role in technostress among students. International Journal of Educational Technology in Higher Education, 22(1). https://doi.org/10.1186/s41239-025-00529-x
Fadillia, E. C. (n.d.). The Application of Picture Series in Enhancing Students’ Speaking Fluency Level. Issue 1 Ser. IV, 12, 40–45. https://doi.org/10.9790/7388-1201044045
Fitria, N., Usman, M., & Sahara, N. (2023a). Duolingo Application for Advancing English Speaking Skills. Journal of Innovation in Educational and Cultural Research, 4(4), 587–595. https://doi.org/10.46843/jiecr.v4i4.630
Fitria, N., Usman, M., & Sahara, N. (2023b). Duolingo Application for Advancing English Speaking Skills. Journal of Innovation in Educational and Cultural Research, 4(4), 587–595. https://doi.org/10.46843/jiecr.v4i4.630
Guan, L., Lee, J. C. K., Zhang, Y., & Gu, M. M. (2025). Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100384
Han, D.-E. (2020). The Effects of Voice-based AI Chatbots on Korean EFL Middle School Students’ Speaking Competence and Affective Domains. Asia-Pacific Journal of Convergent Research Interchange, 6(7), 71–80. https://doi.org/10.47116/apjcri.2020.07.07
Hapsari, I. P., & Wu, T. T. (2022). AI Chatbots Learning Model in English Speaking Skill: Alleviating Speaking Anxiety, Boosting Enjoyment, and Fostering Critical Thinking. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13449 LNCS, 444–453. https://doi.org/10.1007/978-3-031-15273-3_49
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. In Source: The Modern Language Journal (Vol. 70, Issue 2). https://www.jstor.org/stable/327317
Hsu, T. C., & Chen, M. S. (2022). The engagement of students when learning to use a personal audio classifier to control robot cars in a computational thinking board game. Research and Practice in Technology Enhanced Learning, 17(1). https://doi.org/10.1186/s41039-022-00202-1
Huang, Q. (2012). Study on correlation of foreign language anxiety and English reading anxiety. Theory and Practice in Language Studies, 2(7), 1520–1525. https://doi.org/10.4304/tpls.2.7.1520-1525
Huang, Y. M., Silitonga, L. M., & Wu, T. T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers and Education, 183. https://doi.org/10.1016/j.compedu.2022.104494
Ingber, A. S. (2025). Understanding screenshot collection and sharing on messaging platforms: a privacy perspective. Journal of Computer-Mediated Communication, 30(1). https://doi.org/10.1093/jcmc/zmae023
Jahiri, M., Qerimi, G., & Gërguri, D. (2024). Exploring critical thinking of smartphone use from elementary school students in Kosovo. Journal of Media Literacy Education, 16(3), 107–119. https://doi.org/10.23860/JMLE-2024-16-3-8
Katyeudo, K. K., & de Souza, R. A. C. (2022). Digital Transformation towards Education 4.0. Informatics in Education, 21(2), 283–309. https://doi.org/10.15388/infedu.2022.13
Kim, A., & Su, Y. (2024). How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean. System, 122. https://doi.org/10.1016/j.system.2024.103256
Li, M. (2025). Teaching, learning, and growing: the construction of a novice L2 writing teacher’s personal practical knowledge. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 5. https://doi.org/10.1186/s40862-024-00308-7
Ma, T. (2025). Systematically visualizing ChatGPT used in higher education: Publication trend, disciplinary domains, research themes, adoption and acceptance. In Computers and Education: Artificial Intelligence (Vol. 8). Elsevier B.V. https://doi.org/10.1016/j.caeai.2024.100336
Mohammed, S. H., & Kinyó, L. (2022). The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region. Research and Practice in Technology Enhanced Learning, 17(1). https://doi.org/10.1186/s41039-022-00199-7
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices. JET (Journal of English Teaching), 6(2), 122–133. https://doi.org/10.33541/jet.v6i2.1756
Muluk, S., Habiburrahim, Dahliana, S., Zakaria, F., Azizah, & Safrul, M. S. (2025). The Impact of Synchronous Virtual Flipped Classroom on EFL Students’ Speaking Skill. Studies in English Language and Education, 12(1), 362–379. https://doi.org/10.24815/siele.v12i1.34814
Rahi, S. (2017). Research Design and Methods: A Systematic Review of Research Paradigms, Sampling Issues and Instruments Development. International Journal of Economics & Management Sciences, 06(02). https://doi.org/10.4172/2162-6359.1000403
Santos, C. P., Hutchinson, K., Khan, V. J., & Markopoulos, P. (2019). Profiling personality traits with games. ACM Transactions on Interactive Intelligent Systems, 9(2–3). https://doi.org/10.1145/3230738
Saraswati, P., & Devi, A. (2023). Mixed Methods-Research Methodology an Overview. Nursing and Health Care, 5(4). https://doi.org/10.30654/mjnh.100024
Silitonga, L. M., Hawanti, S., Aziez, F., Furqon, M., Zain, D. S. M., Anjarani, S., & Wu, T. T. (2023). The Impact of AI Chatbot-Based Learning on Students’ Motivation in English Writing Classroom. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14099 LNCS, 542–549. https://doi.org/10.1007/978-3-031-40113-8_53
Silitonga, L. M., Wiyaka, Suciati, S., & Prastikawati, E. F. (2024). The Impact of Integrating AI Chatbots and Microlearning into Flipped Classrooms: Enhancing Students’ Motivation and Higher-Order Thinking Skills. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14786 LNCS, 184–193. https://doi.org/10.1007/978-3-031-65884-6_19
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. In Computers and Education: Artificial Intelligence (Vol. 8). Elsevier B.V. https://doi.org/10.1016/j.caeai.2024.100355
Tsiriotakis, I. K., Vassilaki, E., Spantidakis, I., & Stavrou, N. A. M. (2017). The examination of the effects of writing strategy-based procedural facilitative environments on students’ english foreign language writing anxiety levels. Frontiers in Psychology, 7(JAN). https://doi.org/10.3389/fpsyg.2016.02074
Tuong, N. K., & Dan, T. C. (2024). A STUDY ON DUOLINGO MOBILE APPLICATIONS TO IMPROVE EFL STUDENTS’ LISTENING COMPREHENSION PERFORMANCES. European Journal of Alternative Education Studies, 9(1). https://doi.org/10.46827/ejae.v9i1.5342
Wang, C. C., Chen, H. C., & Hung, J. C. (2022). Employing Portable Eye Tracking Technology in Visual Attention of Cognitive Process: A Case Study of Digital Game-Based Learning. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13449 LNCS, 480–490. https://doi.org/10.1007/978-3-031-15273-3_53
Weller, S. C., Vickers, B., Russell Bernard, H., Blackburn, A. M., Borgatti, S., Gravlee, C. C., & Johnson, J. C. (2018). Open-ended interview questions and saturation. PLoS ONE, 13(6). https://doi.org/10.1371/journal.pone.0198606
Yu, T. X., & Wan Mohammad, W. M. R. (2019). Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students. International Journal of Contemporary Education, 2(2), 100. https://doi.org/10.11114/ijce.v2i2.4498
Submitted
Accepted
Published
Versions
- 06/11/2025 (4)
- 06/05/2025 (3)
- 06/05/2025 (2)
- 06/05/2025 (1)
Issue
Section
License
Copyright (c) 2025 Luky Arika Pusparini, Lusia Maryani Silitonga, Senowarsito
This work is licensed under a Creative Commons Attribution 4.0 International License.
