STUDENTS’ PERCEPTION ON USING DUOLINGO AS A SELF-REGULATED LEARNING TOOL FOR INTENSIVE READING MASTERY

Abstract

This study aims to analyze students’ perceptions of using Duolingo as a self-regulated learning tool to improve intensive reading skills. Intensive reading emphasizes deep comprehension of texts, including vocabulary, sentence structures, and implicit meanings. However, many students face difficulties in maintaining motivation and autonomous learning. This study employed a descriptive quantitative method using questionnaires administered to secondary school students. The data were analyzed using descriptive statistics. The findings indicate that most students have positive perceptions of Duolingo due to its interactive features, flexible learning time, and immediate feedback. The study concludes that Duolingo has strong potential as a supportive medium for intensive reading through self-regulated learning.