The Impact of the Duolingo App on Improving Listening Comprehension Skills in EFL High School Saudi Students
Bibliographic record
Abstract
Listening comprehension is a fundamental language acquisition component, underpinning vocabulary development, grammatical understanding, and cultural awareness. This study examined the effectiveness of the Duolingo app in improving EFL students’ listening comprehension skills and their attitudes toward its use. Forty-six third-grade students from the Qassim region participated in a quantitative, quasi-experimental study, divided into an experimental group using Duolingo and a control group following traditional instruction. Data was collected through pre- and post-listening comprehension tests and a questionnaire. Two independent rates were used to evaluate the students’ performance, and statistical analyses were conducted using SPSS version 20. The findings revealed that students who used Duolingo showed a notable improvement of 18.5% in listening comprehension scores compared to the control group, and 82% of participants reported positive perceptions toward the app. These results suggest integrating mobile-assisted learning tools like Duolingo can significantly enhance students’ engagement and listening proficiency, offering valuable insights for technology-enhanced language pedagogy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".