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Abstract

This study explores the use of Duolingo as a web-based language learning tool and its influence on students’ speaking anxiety at MTs Nurul Falah Kota Jambi. Speaking anxiety remains a significant affective barrier in English as a Foreign Language (EFL) learning, particularly in traditional classroom settings where students often experience communication apprehension, fear of negative evaluation, and test anxiety. Employing a qualitative case study design, this research involved approximately 15 students who had used Duolingo for at least six weeks, along with one English teacher for triangulation. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis based on Braun and Clarke’s framework, guided by Krashen’s Affective Filter Hypothesis and the Foreign Language Classroom Anxiety Scale (FLCAS). The findings indicate that Duolingo provides a flexible, private, and engaging learning environment through gamification, speech recognition feedback, and self-paced practice, which helps reduce psychological pressure and increase students’ confidence in speaking. Although some students still experienced moderate anxiety during formal speaking assessments, overall results show that web-based learning through Duolingo effectively lowers students’ speaking anxiety and supports greater participation and confidence in English speaking activities within the madrasah context

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