GAMIFIED LANGUAGE LEARNING APPS AND WRITING SKILLS ENHANCEMENT: AN EXPERIMENTAL STUDY OF INTERMEDIATE STUDENTS AT MIANWALI

Abstract

The present quasi-experimental study investigated the effectiveness of the gamified language learning application Duolingo in enhancing ESL writing skills among intermediate students in District Mianwali, Punjab, Pakistan. Grounded in Vygotsky’s Sociocultural Theory, Krashen’s Input Hypothesis, and Self-Determination Theory, the study addressed the persistent problem of low writing proficiency and high writing anxiety in public sector colleges. A purposive sample of 60 intermediate students from two colleges participated. The experimental group n = 30 received an 8-week intervention integrating Duolingo with teacher-led instruction, while the control group n = 30 received traditional instruction. Data were collected using a researcher-developed Writing Skills Test measuring grammar accuracy, sentence structure, paragraph development, and essay writing, and a Student Perception Questionnaire. Paired-samples t-tests revealed statistically significant and very large improvements in total writing scores t(59) = -10.69, p < .001, d = 1.38, with a mean gain of 10.65 marks. Sub-skill analysis showed very large effects for essay writing d = 1.29 and paragraph writing d = 1.06, a medium effect for sentence structure d = 0.50, and no significant effect for grammar accuracy d = 0.03. Students reported high motivation and reduced anxiety. The findings indicated that a Duolingo-based gamified intervention can significantly improve discourse-level writing in low-resource contexts by lowering the affective filter and providing scaffolded practice, though explicit grammar instruction remains necessary. The study recommends integrating Duolingo into the intermediate English curriculum and providing teacher training on blended pedagogy. Limitations include the quasi-experimental design, short duration, and single-district sample.