Incorporating AI-Generated Duolingo within Collaborative SLL: Spoken English Students at FLDM-USMBA as a case study

Khaoula Asmar, Marwa El Jai, Yassamine El Jai and Latifa Belfakir

LatIA, 2025, vol. 3, 317

Abstract: In today’s digital age, the combination of AI-generated learning platforms and Second Language Learning (SLL) has revolutionized the way students learn new languages, mostly because these tools provide individuals with personalized learning content that is actively adjusted and tailored so that students can dynamically enhance their language skills according to their strengths, weaknesses, and progress. Thus, the prospect of such tools expands beyond self-paced learning and creates considerable opportunities for improvement in collaborative language learning settings. This article explores the integration of Duolingo into group-based learning contexts, focusing on its potential to enhance collaborative Second Language Learning (SLL) through its gamified structure and community features such as leaderboards, clubs, and challenges. The study adopts a mixed-methods exploratory design and was conducted among 189 Bachelors (BA) students enrolled in Spoken English (SE) classes during the 2024-2025 academic year at Sidi Mohamed Ben Abdellah University of Fes, Morocco (USMBA). Being a case study, the study investigates how Duolingo; as an AI-generated Language Learning Tool, and how its collaboration-focused features influence students’ motivation, engagement, and communication skills within a collaborative SLL framework. The study argues that when used alongside traditional classroom methods, Duolingo serves as a powerful tool for promoting both individual and group-based language acquisition, thereby enhancing the overall learning experience.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:rlatia:v:3:y:2025:i::p:317:id:1062486latia2025317

DOI: 10.62486/latia2025317

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