UTILIZING DUOLINGO AS A TECHNOLOGICAL TOOL FOR ASSESSING STUDENTS' WRITING SKILLS IN EFL CONTEXT

Abstract

As a result of the development of the digital era, IT-based language instruction is continuously evolving. Consequently, the demand for appropriate technological tools for teaching and learning is rising since students are digital natives. ITbased language instruction is gradually replacing the traditional method of chalk and discussion in the classroom only due to its many benefits. However, there is a shortage of research on the implications and efficacy of these tools for assessing students' learning processes, particularly concerning writing. This research seeks to provide a report on using the application to evaluate students' writing abilities. This study utilizes Duolingo as the technological tool used in the EFL context. The respondents were 32 students from Universitas AKI. This study used survey questionnaires, observation inventories, and semi-structured interviews. The findings were examined using frequency and thematic content analysis. The primary results of this study indicate that respondent attitudes toward Duolingo are favourable, in addition to highlighting the benefits of implementing Duolingo in the classroom. This study also identifies some potential drawbacks. The two main issues during the intervention were network and technical issues. This study's implication is pertinent to the new pedagogical aid in writing assessments.