<![CDATA[Mobile-assisted language learning can extend English practice beyond the classroom, yet sustained engagement with supplementary applications remains a challenge in university EFL contexts. This study examined whether integrating Duolingo with incentive-based grading was associated with improvements in English achievement and self-regulated learning (SRL). A three-week quasi-experimental pretest–posttest non-equivalent control group design was implemented with 21 university students, comprising 11 students in the experimental group and 10 in the control group. The experimental group received regular English instruction supplemented with Duolingo activities linked to academic incentives, whereas the control group received regular instruction only. English achievement was measured using a 40-item TOEIC-informed achievement test, while SRL was assessed using an adapted EFL Self-Regulated Learning Questionnaire. Paired-samples tests, gain-score comparisons, and ANCOVA were employed, with ANCOVA serving as the primary between-group analysis. English achievement increased significantly in both groups, although the experimental group showed a larger mean gain. After controlling for baseline achievement, the adjusted posttest mean favored the experimental group, (F(1,18)=4.318), (p=.052), partial (\eta^2=.193), but did not reach the conventional significance threshold. SRL increased significantly within the experimental group, but the baseline-adjusted between-group effect was negligible, (F(1,18)=0.171), (p=.684), partial (\eta^2=.009). The findings provide promising but inconclusive evidence that integrating Duolingo with course-based incentives may offer short-term benefits for English achievement, while broader SRL development may require more sustained intervention.]]>
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