Using Duolingo to Enhance Basic Writing Skills in A1 EFL Fourth Grade Students

Abstract

This study analyzed the use of Duolingo as a complementary learning tool to enhance basic writing skills in A1 EFL fourth grade students. The research addressed the difficulties that young learners present in grammar accuracy, vocabulary use, and sentence structure within English writing activities. The study followed a mixed-method approach under an Action Research design structured through the stages of diagnosis, planning, action, observation, and reflection. The participants were 25 fourth grade students from an Ecuadorian primary educational institution. Quantitative data were collected through a pre-test and post-test evaluated with a writing rubric, while qualitative data were obtained through classroom observations focused on participation, motivation, and engagement. The intervention consisted of integrating Duolingo activities into regular English classes during a four-week period. The findings revealed improvements in students’ writing performance after the intervention, particularly in sentence structure and vocabulary use. Additionally, the qualitative results showed higher levels of participation and motivation during classroom activities involving the application. The study concludes that Duolingo may serve as an effective gamified learning tool to support writing development in young EFL learners within primary education contexts.