TEACHERS’ PERCEPTIONS OF DUOLINGO AS A TOOL FOR TEACHING ENGLISH VOCABULARY TO JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study explores junior high school teachers' perceptions of using Duolingo in English vocabulary instruction. Employing a qualitative approach, data were collected through interviews and focus group discussions with three English teachers. The findings indicate that Duolingo offers significant benefits, including flexibility, student engagement through gamification, and ease of access. However, limitations such as reliance on internet connectivity, minimal speaking practice, and lack of interaction with native speakers were also noted. Overall, teachers perceive Duolingo as a valuable supplementary tool that can enhance vocabulary learning when integrated thoughtfully into classroom instruction.