Journals • Publish with us • Publishing Partnership • About Us • English
Derleme Makalesi | Açık Erişim
Uluslararası Eğitimde Yenilikçi Yaklaşımlar Dergisi 2026, Cilt 10(1) 1-16

A Content Analysis of the Duolingo Application

Yiğit İşçi • Özden Demirkan
Bu makaleye atıf yap
Makale Türü
Derleme Makalesi
Yayın Tarihi
July 03, 2026
Sayfa Sayısı
1-16
DOI
10.29329/ijiape.2026.1443.5

Öz

In recent years, the increasing role of digital Technologies in foreign language learning and teaching has led to a more widespread use of digital applications in education. In this context, the Duolingo application, with its user-friendly interface, gamified activities, wide range of languages, and coverage of fundamental language skills such as reading, writing, listening and speaking, has become a focal point of interest for both individual users and researchers. The primary aim of this studuy is to examine articles on the Duolingo application published between 2020 and 2025 through content analysis, in order to identify gaps and recurring themes in the literature. The research was conducted using a qualitative design, employing content analysis as the data collection and analysis method. National and international academic articles were systematically evaluated and analyzed based on categories such as publication year, country, research methodology, themes, participant groups, and target languages. A total of 81 articles were included and analyzed within the scope of this study. Findings indicate that studies on the Duolingo application display geographical diversity and are shaped by contributions from researchers across various countries. In terms of research methodologies, the studies approach the subject from multiple perspectives. Thematically, mobile-assisted language learning (MALL), vocabulary acquisition, gamification, and fundamental language skills are emphasized. This study provides a systemic overview of the academic status and development of the Duolingo application over time, offering a resource to guide future research in the field.

Anahtar Kelimeler: Duolingo Foreign Language Digital Technology Content Analysis
Bu makaleye atıf yap
İşçi, Y. & Demirkan, Ö. (2026). A Content Analysis of the Duolingo Application. Uluslararası Eğitimde Yenilikçi Yaklaşımlar Dergisi, 10(1), 1-16. https://doi.org/10.29329/ijiape.2026.1443.5

  • Aydın, S. (2024). Turkish EFL Learners' Opinions on Duolingo vs AI-Based Application EWA: An Example in Foreign Language Education. Language Education & Technology LET Journal, 79-97. [Google Scholar]
  • Burston, J. (2014). Twenty Years of MALL Project Implementation: A Meta-Analysis of Learning Outcomes. 4-20. [Google Scholar]
  • Büyüköztürk, Ş. (2016). Sosyal Bilimler Veri Analizi El Kitabı. Ankara: Pegem Akademi Yayıncılık [Google Scholar]
  • Godwin-Jones, R. (2016). Looking Back and Ahead: 20 Years of Technologies for Languag Learning. Language Learning & Technology, 5-12. [Google Scholar]
  • Godwin-Jones, R. (2018). Contextualized Vocabulary Learning. Language Learning & Technology, 1-19. [Google Scholar]
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları. [Google Scholar]
  • Kim, Y., Payant, C., Skalicky, S., & Namkung, Y. (2026). Comparing the Effectiveness of Duolingo, Classroom Instruction, and Classroom + Duolingo Instruction Conditions on Beginnger-Level French Language Development. Studies in Second Language Acquisition, 1-28. [Google Scholar]
  • Kökçü, Y. (2023). Dil Öğretiminde Kullanılan Dijital Yardımcılar: Web 2.0 Araçları. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 48-66. [Google Scholar]
  • Kukulska-Hulme, A. (2018) Mobile-Assisted Language Learning. The Concise Encyclopedia of Applied Linguistics. Wiley [Google Scholar]
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications. [Google Scholar]
  • Loewen, S., Crowther, D., Isbell , D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-Asissted Language Learning: A Duolingo Case Study. FirstView, 1-19. [Google Scholar]
  • Mayer, R. (2009). Multimedia Learning. Cambridge University Press, 2nd ed. [Google Scholar]
  • Miles, M. B., & Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.) Sage Publications. [Google Scholar]
  • Miles, M. B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.) Sage Publications. [Google Scholar]
  • Mishra, P., & Koehler, M. J. (2006). The Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Michigan State University, 1017-1054. [Google Scholar]
  • Morgana, V., & Kukulska-Hulme, A. (2021). Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus. [Google Scholar]
  • Munday, P. (2016). The Case for Using Duolingo as Part of the Language Classroom Experience. Languages Fauclty Publications Sacred Heart University. [Google Scholar]
  • Rahman, S. A., Damayanti, I. L., & Setyarini, S. (2024). A Case Study on Duolingo Application in Vocabulary Learning Strategies among EFL Students. The Asian Conference on Arts & Humanities . [Google Scholar]
  • Reinders , H. & Benson, P. (2017). Research Agenda: Language Learning Beyond the Classroom. Language Teaching 50(4), p. 561-578 [Google Scholar]
  • Sharples, M. (2013). Seamless Learning: An International Perspective on Next-Generation Technology-Enhanced Learning. Handbook of Mobile Learning 1st ed. p. 14 [Google Scholar]
  • Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021). Gamification in Mobile-Assisted Language Learning: a Systematic Review of Duolingo Literature from Public Release of 2012 to Early 2020. Computer Assisted Language Learning, 36(3), p. 517-554 [Google Scholar]
  • Vesselinov, R., & Grego, J. (2012). Duolingo Effectiveness Study. City University of New York & University of South Carolina [Google Scholar]
  • Yıldırım , A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları. [Google Scholar]