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Bulletin of Pedagogical Research
Published by CV. Creative Tugu Pena
ISSN : 27752305     EISSN : 27752305     DOI : http://dx.doi.org/10.51278/bpr.v2i1.236
Core Subject : Education,
Education
The mission of the Bulletin of Pedagogical Research is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; children school and routes to certification
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 191 Documents
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Integrating Duolingo in Mobile-Assisted Reading: Its Impact on EFL Learners’ Comprehension and Engagement Elmi Mufidah; M. Hilmy Hidayatullah; Dwi Nur Hadiansyah Wicaksono; Nadrotin Mawaddah; Suhono Suhono
Bulletin of Pedagogical Research Vol. 6 No. 1 (2026): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v6i1.2834

Abstract

This study investigates the effectiveness of Duolingo-assisted mobile learning in improving EFL students’ reading comprehension and learner engagement in Indonesian vocational high school context. A quantitative approach employing a quasi-experimental design with a non-equivalent control group was used. The participants consisted of 50 eleventh-grade students of SMK Raudatus Syabab Sumberwringin, divided into an experimental group and a control group. Data were collected through reading comprehension pre-tests and post-tests and a learner engagement questionnaire. The data were analyzed using an independent-samples t-test. The results revealed a statistically significant difference between the experimental and control groups (t(48) = −7.961, p < .001). Students in the experimental group achieved a higher mean post-test score (M = 80.32) than those in the control group (M = 62.72). The findings also indicated high levels of behavioral, emotional, and cognitive engagement among students participating in Duolingo-assisted learning. The findings support the use of Duolingo as a supplementary tool in EFL reading instruction and mobile-assisted language learning, particularly for enhancing student engagement and reading achievement in vocational school settings. This study simultaneously examines reading comprehension achievement and multidimensional learner engagement within a Duolingo-assisted learning environment, providing empirical evidence from an Indonesian vocational EFL context that has received limited attention in previous studies.

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