Using Duolingo to Support Vocabulary Learning Among Year 5 ESL Pupils in a Primary School in Kedah, Malaysia

Abstract

Vocabulary plays an important role in helping primary ESL pupils understand texts and express ideas more confidently. However, traditional vocabulary instruction often relies on rote memorisation and teacher-centred practices, which may limit opportunities for sustained vocabulary learning, particularly in multilingual contexts with limited English exposure. This study examined the use of Duolingo as a mobile-assisted language learning (MALL) tool to support vocabulary learning among Year 5 ESL pupils in a primary school in Kedah, Malaysia. A quantitative one-group pre-experimental design was employed with one intact class of 30 Year 5 pupils who participated in a four-week Duolingo intervention. Pupils’ vocabulary scores were obtained from a pre-test, an immediate post-test, and a delayed post-test administered two weeks after the intervention. Data were analysed using repeated measures ANOVA with Greenhouse–Geisser correction. The results revealed statistically significant differences in vocabulary scores across the three testing occasions. Pairwise comparisons showed significant differences between all testing points, with delayed post-test scores significantly higher than both pre-test and immediate post-test scores. Although pupils demonstrated higher vocabulary scores following the intervention, the delayed increase should be interpreted cautiously because this atypical pattern may reflect influences beyond the intervention itself. The study highlights the pedagogical potential of gamified mobile-assisted learning as a supplementary approach to vocabulary instruction, particularly when it is structured, teacher-guided, and integrated with classroom vocabulary practice in primary ESL settings.