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Language learning has changed tremendously in the past few decades. When I was in high school in the early 00s, no language learning apps existed. I had to learn the old fashioned way — with vocabulary lists, index cards, and rote memorization. My Spanish teacher, Ms. Shelly, reinforced these traditional methods by urging us to “study the vocabulary lists every day” and “repeat every word 60 times.” I found memorizing endless vocabulary lists to be tedious, uninteresting, and tiresome.
With the advent of smartphone apps like Duolingo, language learning has entered a new era. As a high school Spanish teacher myself now, I and many other language teachers face continual challenges with getting students to retain vocabulary and develop fluency. One student of mine once told me, “If only I had the proper vocabulary, I could have done better on this test.” This sentiment is one I have heard frequently over my 15 years of teaching.
There is only so much class time over a school year to explicitly teach vocabulary. Between teaching grammar, phonics, culture, and immersive conversational activities, many language teachers like me find ourselves stretched thin when it comes to ensuring students learn the breadth of vocabulary required for fluency.
Even when we do spend time in class actively teaching new vocabulary words, we are often faced with the uphill battle of how to get students to retain what they’ve learned. In my earlier years of teaching, I would work hard to continuously review old vocabulary through games and activities in class, but it never seemed to fully stick with my students. I could teach them a list of 20 new Spanish words one day, but by the next week most of those words had been forgotten, replaced by the new words of the week. This lack of long-term retention was frustrating for both my students and myself.
The Integration of Duolingo
Since integrating the language learning app Duolingo into my high school Spanish classroom three years ago, I’ve noticed a marked change in my students’ vocabulary retention and growth. In surveys and anecdotal feedback, many of my students have echoed this sentiment, expressing that they are not only remembering the vocabulary I’ve taught them in class, but they are also picking up new vocabulary through using Duolingo that I haven’t directly taught them yet.
One student commented “I like Duolingo because it helps me remember words. The vocabulary games and worksheets we do in class are helpful, but using this app every day helps me stay focused on learning new words and retaining them long-term.” Another noted, “My vocabulary has grown so much this year compared to last year, and I think it’s because of Duolingo. It’s like extra vocabulary practice on top of what we learn in class.”
For me as a teacher, it feels like I’ve finally found the supplemental vocabulary building tool I’ve been searching for years to provide that missing link. Duolingo has given my students a simple yet effective way to build and reinforce their vocabulary outside of class through five to ten minutes of daily app practice.
The Benefits for Vocabulary Acquisition
Research studies on Duolingo provide insight into why it has been so effective at improving vocabulary retention and growth in my Spanish classes. One study by Vesselinov and Grego (2012) found statistically significant increases in vocabulary knowledge for students using Duolingo. The app’s unique method of teaching vocabulary — combining direct translation, listening and speaking repetition, gamification through points and rewards, and spaced repetition of learned words — has proven successful at helping students acquire and retain new vocabulary.
In their literature reviews of Duolingo, Nushi and Eqbali (2017) and Munday (2016) note that the app provides vocabulary practice through varied activities, instant feedback, and frequent repetition of learned words through Duolingo’s spaced repetition algorithms. This focus on repetition, variety, and feedback likely contributes to students’ improved lexical retention.
Additionally, the app teaches vocabulary not in isolation but in full sentences and contexts, providing that all-important reading and listening comprehension practice. With the ready accessibility via smartphones that Duolingo offers, students can reinforce vocab learning anytime outside of class. This easy accessibility facilitates retention through what Larsen-Freeman & Anderson (2011) describe as “repetition, retrieval, and spaced review” which boosts lexical retention.
Implementation Challenges and Solutions
Integrating a new technology like Duolingo into the classroom has not been without its challenges, however. I quickly learned through trial and error that the app is only as good as the guidance and oversight provided by the teacher using it. Students still need their teacher to actively guide them in their learning process and determine what vocabulary they should focus on learning.
In my first year using Duolingo, I notice some students who used the app extensively acquired a large Duolingo vocabulary, but struggled to use that vocabulary to construct sentences properly when speaking. The app gave them the lexical knowledge, but they lacked communicative competence and grammatical accuracy. This is where I as the teacher learned I needed to step in more and guide students on applying vocabulary knowledge.
I have one senior who comes to mind as an example — after using Duolingo extensively for two years, he had built an impressive vocabulary but lacked the grammar skills to utilize it fully in conversation. In class one day I asked “¿Qué hiciste ayer?” and he replied “Cocinar y dormir mucho.” He was on the right track and used appropriate vocabulary words, but needed help making grammatical connections to take his Spanish to the next level.
This example taught me that I need to take time in class to directly teach grammar and sentence construction, while also monitoring students’ Duolingo progress to identify and fill gaps. I now meet with students one-on-one to assess their lexical knowledge versus communicative abilities and determine what we need to focus on. I also have students write weekly journal entries so I can evaluate their grammar and provide feedback. Providing this oversight prevents an overreliance on Duolingo for teaching all skills.
Recommendations for Classroom Integration
Based on both research studies and my own experiences, I recommend fellow language teachers consider integrating Duolingo into their classrooms, while keeping these best practices in mind:
1. Use Duolingo as a vocabulary building supplement, not primary teaching tool
2. Actively monitor students’ progress in the app to identify knowledge gaps
3. Provide direct grammar instruction and writing practice to build communicative skills
4. Have students self-report on vocabulary growth and knowledge gains
5. Set time limits on daily Duolingo practice (10–15 min) to prevent student burnout
6. Ensure students are exposed to native speaker audio through other activities
While Duolingo cannot replace comprehensive language instruction, I have found that integrating 10–15 minutes of daily Duolingo practice as homework, paired with providing grammar and speaking instruction in class, has been an effective approach for boosting vocabulary acquisition. But the app should supplement a broader curriculum focused on communicative fluency, not replace direct instruction.
I caution my fellow language teachers against relying too heavily on any app or technology to teach their students. We as teachers must continue to take an active role in guiding learning and addressing knowledge gaps, while prudently leveraging tools like Duolingo. Apps do not replace the teacher.
By thoughtfully integrating Duolingo as one component of a multifaceted Spanish curriculum, I have seen exciting growth in my students’ lexical knowledge that is laying the foundation for greater fluency. I encourage language teachers to explore integrating Duolingo’s engaging vocabulary activities into their classrooms and see what a positive impact it can have on students’ vocabulary retention and growth. As a veteran teacher, this app has been a true game-changer for inspiring students to learn new vocabulary independently while having fun. With the right teacher oversight, it can do the same for your students.
References
Larsen-Freeman, Diane, and Marti Anderson. Techniques and Principles in Language Teaching. Oxford University Press, 2011.
Munday, Pilar. “The Case for Using DUOLINGO as Part of the Language Classroom Experience.” RIED. Revista Iberoamericana de Educación a Distancia, vol. 19, no. 1, 2016, pp. 83–101. doi:10.5944/ried.19.1.14581.
Nushi, Musa, and Mohamad Hosein Eqbali. “DUOLINGO: A Mobile Application to Assist Second Language Learning.” Teaching English with Technology, vol. 17, no. 1, 2017, pp. 89–98.
