EXPLORING SELF LEARNER IN EFL LEARNERS’ SELF-DIRECTED READING COMPREHENSION THROUGH DUOLINGO (A NARRATIVE INQUIRY OF NOVICE LEARNERS FOR VOCATIONAL HIGH SCHOOL IN BOGOR)

Abstract

This study explores Duolingo as a Mobile-Assisted Language Learning platform to support self-directed reading comprehension among vocational high school students. Using a qualitative descriptive design, data were collected through interviews, classroom observations, and document analysis. The findings show that Duolingo’s interactive and gamified features increase student engagement and motivation, aiding the use of reading strategies like contextual guessing and self-reflection to enhance comprehension. Challenges include limited vocabulary, inconsistent motivation, and technical issues, which impact autonomous learning. The study highlights the need for teacher training to integrate technology with pedagogical methods and for creating a supportive environment that promotes learner autonomy. These insights inform the effective application of technology-enhanched self-directed learning in EFL settings, supporting adaptive English language teaching