Author(s): Najib Slimani, Nada El Idrissi Moubtassim

Abstract: As technology continues to shape the landscape of language learning, language applications, namely Duolingo, stand out as an effective tool in facilitating language learning. Duolingo is a well-established language learning platform, highly regarded for its accessibility and engaging design, offering users an adaptive, gamified experience. This paper explores the efficacy of Duolingo with a particular emphasis on the hands on interactive listening activities. As a platform known for its distinctive approach, Duolingo offers a robust tool for enhancing learners’ listening comprehension, thus contributing to overall language learning. To this end, the research is grounded in a case study conducted within the Moroccan context, specifically in the Marrakech-Safi region, with the purpose of evaluating the effectiveness of interactive listening activities for English language learning. The case study focuses on Moroccan participants actively using the application, illustrating how such engagement influences both English listening proficiency and broader language learning outcomes. By adopting a mixed-methods approach, this study highlights the potential of interactive listening tools to improve English language proficiency among learners in Morocco. Drawing upon a mixed-method approach, this study discerns the strengths and limitations inherent in Duolingo's approach to foster listening skills among Moroccan learners. Furthermore, the investigation extends beyond mere evaluation, delving into the broader ramifications of integrating Duolingo into language education environments. Through this inquiry, the study seeks to shed light on Duolingo's potential in fostering learner autonomy and addressing the dynamic needs of language learners. Ultimately, this study contributes valuable insights to the scholarly discourse surrounding technology-mediated language learning and pedagogical strategies in the digital age.

Keywords: Digital platforms, Duolingo, Interactive listening, Language learning, Moroccan education, Technology-mediated learning

Article Info: Received: 02 Jul 2025; Received in revised form: 28 Jul 2025; Accepted: 02 Aug 2025; Available online: 05 Aug 2025

DOI: 10.22161/ijels.104.48