THE EFFECTIVENESS OF DUOLINGO AS A SUPPLEMENTARY TOOL IN ARABIC VOCABULARY ACQUISITION AMONG EFL LEARNERS IN HIGHER EDUCATION: A QUALITATIVE CASE STUDY
Keywords:
Duolingo, Arabic Vocabulary Acquisition, Mobile-Assisted Language Learning, Mufradat, Islamic Higher Education, IndonesiaAbstract
The integration of mobile-assisted language learning (MALL) applications into formal education has gained significant momentum in recent years, particularly in the context of Arabic language instruction. This study investigates the effectiveness of Duolingo as a supplementary learning tool for Arabic vocabulary acquisition among undergraduate students in an Islamic higher education institution in Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving twelve undergraduate students enrolled in an Arabic Language Education program. The findings reveal three key dimensions: (1) students demonstrated measurable improvement in mufradat (vocabulary) retention when Duolingo was used consistently alongside formal classroom instruction; (2) the application significantly enhanced learner motivation and autonomous learning habits; and (3) several pedagogical and technical limitations were identified, including the app's inadequate coverage of classical Arabic grammar and its disconnect from formal academic Arabic registers. This study contributes to the growing body of literature on MALL in non-Western educational contexts and offers practical recommendations for Arabic language educators seeking to integrate digital tools into their curricula. The implications extend beyond Indonesia, informing global discussions on technology-mediated Arabic language instruction.
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