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Utilizing Mobile-Assisted Language Learning (Duolingo) to Foster Metacognitive Awareness and Self-Directed Learning in Non-English Major Students

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 1 (2025) · pp. 235–244

DOI
10.34050/els-jish.v8i1.43453
ISSN
2621-0835, 2621-0843
Published
2025-03-24
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Technology-based language learning, particularly Mobile-Assisted Language Learning (MALL), is increasingly utilized to support autonomous learning. However, limited research has explored how Duolingo contributes to metacognitive awareness and learning autonomy among non-English major students in Indonesia. This study aims to analyse the impact of Duolingo on these two variables and to explore the relationship between them. Using a mixed-methods approach with a quasi-experimental design, 56 non-English major students from Universitas Muhammadiyah Buton participated in the study. Quantitative data were analysed using the Wilcoxon Signed Rank Test and Spearman Rank correlation, while qualitative data were examined through thematic analysis. The Wilcoxon test results indicated a significant increase in metacognitive awareness (p < 0.001) and learning autonomy (p < 0.001), with a strong positive correlation between them (r = 0.72, p < 0.001). Interviews revealed that Duolingo’s gamification features, such as streaks and leaderboards, helped students become more aware of their learning strategies and more independent in their learning process. This study demonstrates that Duolingo not only facilitates language learning but also enhances students' autonomy and metacognitive awareness.

Keywords

Collaboration network of the authors

40 authors · 96 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Universitas Islam Negeri Palangka Raya
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Jamal HarimudinAffiliation unknown6
La Ode ResteleAffiliation unknown4
Jufri KarimUniversitas Halu Oleo3
Djafar MeyAffiliation unknown3
la Ode RustamAffiliation unknown2
Yoo Eka Yana KansilUniversitas Halu Oleo2
Safrudin SaharAffiliation unknown2
Ahmad HidayatAffiliation unknown2
Weka WidayatiAffiliation unknown2
Jamal HarimuddinAffiliation unknown2
Akbardiansyah AkbardiansyahAffiliation unknown2
Muhammad AnasAffiliation unknown1
Erniwati ErniwatiAffiliation unknown1
wa Ode YusriaAffiliation unknown1
Ahmad IskandarAffiliation unknown1
La Ode KaimudinAffiliation unknown1
Suriana SurianaAffiliation unknown1
Musadar MappasombaAffiliation unknown1
Fahyuddin FahyuddinAffiliation unknown1
Jamili JamiliAffiliation unknown1
Karsadi KarsadiAffiliation unknown1
Hamuni HamuniAffiliation unknown1
Hasbullah SyafAffiliation unknown1
Eka AprianaAffiliation unknown1
Azhar BafadalUniversitas Halu Oleo1
Mukhtar AbuUniversitas Halu Oleo1
Lade Albar KalzaUniversitas Halu Oleo1
Suhadi SuhadiAffiliation unknown1
Sinarwaty SinarwatyAffiliation unknown1
Endro SukotjoAffiliation unknown1
La HataniAffiliation unknown1
Adnan HakimAffiliation unknown1
Anita IndirasaryAffiliation unknown1
Eulisa EulisaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Utilizing Mobile-Assisted Language Learning (Duolingo) to Foster Metacognitive Awareness and Self-Directed Learning in Non-English Major Students</dc:title>
	<dc:creator xml:lang="en">Achmad Suherman, La Ode</dc:creator>
	<dc:creator xml:lang="en">Riniati, Wa Ode</dc:creator>
	<dc:creator xml:lang="en">Sukwara Akfan, Sofyan</dc:creator>
	<dc:creator xml:lang="en">Munirah, Munirah</dc:creator>
	<dc:creator xml:lang="en">Dian Utami, Natasya</dc:creator>
	<dc:creator xml:lang="en">Fitriani, Fitriani</dc:creator>
	<dc:subject xml:lang="en">Duolingo</dc:subject>
	<dc:subject xml:lang="en">learning autonomy</dc:subject>
	<dc:subject xml:lang="en">metacognitive awareness</dc:subject>
	<dc:subject xml:lang="en">non-English major students</dc:subject>
	<dc:subject xml:lang="en">Mobile-Assisted Language Learning (MALL)</dc:subject>
	<dc:description xml:lang="en">Technology-based language learning, particularly Mobile-Assisted Language Learning (MALL), is increasingly utilized to support autonomous learning. However, limited research has explored how Duolingo contributes to metacognitive awareness and learning autonomy among non-English major students in Indonesia. This study aims to analyse the impact of Duolingo on these two variables and to explore the relationship between them. Using a mixed-methods approach with a quasi-experimental design, 56 non-English major students from Universitas Muhammadiyah Buton participated in the study. Quantitative data were analysed using the Wilcoxon Signed Rank Test and Spearman Rank correlation, while qualitative data were examined through thematic analysis. The Wilcoxon test results indicated a significant increase in metacognitive awareness (p &amp;lt; 0.001) and learning autonomy (p &amp;lt; 0.001), with a strong positive correlation between them (r = 0.72, p &amp;lt; 0.001). Interviews revealed that Duolingo’s gamification features, such as streaks and leaderboards, helped students become more aware of their learning strategies and more independent in their learning process. This study demonstrates that Duolingo not only facilitates language learning but also enhances students' autonomy and metacognitive awareness.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-03-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/43453</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i1.43453</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 1 (2025): MARCH; 235-244</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i1</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/43453/12649</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 La Ode Achmad Suherman, Wa Ode Riniati, Sofyan Sukwara Akfan, Munirah, Natasya Dian Utami, Fitriani</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>