Speaker
Description
This study examines the effectiveness of Duolingo, a mobile-assisted language learning (MALL) application, in improving the pronunciation skills of first-year non-English major Vietnamese university students. Pronunciation instruction is often underemphasized in English curricula for non-English majors in Vietnam, creating a need for accessible supplementary tools. This research explores how Duolingo’s native-speaker audio, gamification, and immediate feedback support pronunciation development in this learner population.
A mixed-methods design was employed, combining quantitative data from pre- and post-pronunciation tests with qualitative data from questionnaires and semi-structured interviews. Thirty first-year non-English major students participated in an eight-week intervention, using Duolingo for 10 -15 minutes daily. Quantitative findings indicated statistically significant improvements in segmental pronunciation, particularly vowel production, along with modest gains in suprasegmental features such as word stress and intonation. Qualitative results revealed positive learner perceptions regarding the app’s accessibility, motivational design, and exposure to native-speaker models, as well as increased learner confidence in oral production. However, participants also reported limitations related to Duolingo’s relatively basic pronunciation feedback and its limited focus on connected speech and rhythm.
The study concludes that Duolingo is an effective supplementary tool for developing foundational pronunciation skills, especially at the segmental level. To maximize its pedagogical value in higher education contexts, it should be integrated with classroom-based pronunciation activities targeting suprasegmental features and communicative fluency. This study contributes empirical evidence to MALL research in non-English major contexts and offers practical implications for pronunciation instruction.