<![CDATA[This quasi-experimental study investigated the effect of using the Duolingo application on the English listening skills of eighth-grade students at SMPN 2 Balongbendo, Sidoarjo, East Java. The study was motivated by listening lessons that mainly relied on single audio playback and worksheet questions, which often caused boredom and low motivation despite students’ widespread smartphone use. A pretest-posttest design was employed with 63 students from two intact classes selected through cluster sampling. The experimental class (31 students) used Duolingo daily for two weeks, while the control class (32 students) received regular teacherled instruction. Listening skill was measured using a 20-item multiple-choice test covering five indicators. The instrument was valid (r = 0.428–0.894) and highly reliable (Cronbach’s Alpha = 0.915). After normality and homogeneity assumptions were met, an Independent Samples ttest showed a significant difference between groups (Sig. = 0.001), with the experimental class achieving a higher post-test mean (74.35) than the control class (64.38). A Paired Samples ttest also showed a significant gain of 13.38 points in the experimental class, t(30) = -6.400, p <.001. The findings indicate that Duolingo effectively improved students’ English listening skills.]]>
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