Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo
This study examines the impact of an AI-powered, gamified flipped classroom using Duolingo on Thai EFL students’ speaking skills, confidence, and perceptions, addressing the need for technology-enhanced learning. While previous research explored gamification and flipped learning separately, this stu...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2488545 |
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| author | Kedkarn Phanwiriyarat Kiki Juli Anggoro Treenuch Chaowanakritsanakul |
| author_facet | Kedkarn Phanwiriyarat Kiki Juli Anggoro Treenuch Chaowanakritsanakul |
| author_sort | Kedkarn Phanwiriyarat |
| collection | DOAJ |
| description | This study examines the impact of an AI-powered, gamified flipped classroom using Duolingo on Thai EFL students’ speaking skills, confidence, and perceptions, addressing the need for technology-enhanced learning. While previous research explored gamification and flipped learning separately, this study bridges the gap by examining their combined effects. Over 12 weeks, 48 first-year university students participated in pre- and post-tests, surveys, and interviews. Results showed significant improvements in speaking skills, particularly in topic communication and discussions, with students reporting increased confidence in casual conversations and presentations. Duolingo was perceived as effective for vocabulary, pronunciation, and listening skills, with its gamified environment reducing anxiety and enhancing engagement. However, intermediate and advanced learners noted limitations for higher proficiency levels. This study highlights gamified flipped learning as a scalable approach to improving foundational language skills, with recommendations to expand advanced content for broader applicability. |
| format | Article |
| id | doaj-art-7867b9e581d4417da3d8568bbd6d15e9 |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-7867b9e581d4417da3d8568bbd6d15e92025-08-20T02:27:14ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2488545Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of DuolingoKedkarn Phanwiriyarat0Kiki Juli Anggoro1Treenuch Chaowanakritsanakul2School of Education and Liberal Arts, Walailak University, Nakhon Si Thammarat, ThailandSchool of Education and Liberal Arts, Walailak University, Nakhon Si Thammarat, ThailandSchool of Education and Liberal Arts, Walailak University, Nakhon Si Thammarat, ThailandThis study examines the impact of an AI-powered, gamified flipped classroom using Duolingo on Thai EFL students’ speaking skills, confidence, and perceptions, addressing the need for technology-enhanced learning. While previous research explored gamification and flipped learning separately, this study bridges the gap by examining their combined effects. Over 12 weeks, 48 first-year university students participated in pre- and post-tests, surveys, and interviews. Results showed significant improvements in speaking skills, particularly in topic communication and discussions, with students reporting increased confidence in casual conversations and presentations. Duolingo was perceived as effective for vocabulary, pronunciation, and listening skills, with its gamified environment reducing anxiety and enhancing engagement. However, intermediate and advanced learners noted limitations for higher proficiency levels. This study highlights gamified flipped learning as a scalable approach to improving foundational language skills, with recommendations to expand advanced content for broader applicability.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2488545AI-powered language learninggamified flipped classroomEFL learnersEnglish-speaking skillsgamificationbilingualism/ESL |
| spellingShingle | Kedkarn Phanwiriyarat Kiki Juli Anggoro Treenuch Chaowanakritsanakul Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo Cogent Education AI-powered language learning gamified flipped classroom EFL learners English-speaking skills gamification bilingualism/ESL |
| title | Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo |
| title_full | Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo |
| title_fullStr | Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo |
| title_full_unstemmed | Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo |
| title_short | Exploring AI-powered gamified flipped classroom in an English-speaking course: a case of Duolingo |
| title_sort | exploring ai powered gamified flipped classroom in an english speaking course a case of duolingo |
| topic | AI-powered language learning gamified flipped classroom EFL learners English-speaking skills gamification bilingualism/ESL |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2488545 |
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