Khoá luận tốt nghiệp: The impact of duolingo’s streak feature on english majors’ motivation and autonomous english learning at apag

The proliferation of digital technologies has profoundly reshaped educational landscapes, making mobile-assisted language learning (MALL) an indispensable component of contemporary higher education. Among various language learning applications, Duolingo stands out due to its engaging, gamified environment, particularly its "Streak" feature designed to foster continuous learning habits. However, a critical question arises regarding whether this mechanism genuinely cultivates sustainable learning motivation and learner autonomy or primarily acts as a short-term incentive. Existing research largely addresses gamification broadly, leaving a significant gap in understanding the specific psychological and behavioral impacts of individual gamified elements like the Streak feature, especially within the Vietnamese higher education context. This study aims to address this oversight by examining how Duolingo's Streak feature influences English majors' motivation and autonomous English learning at APAG.

English language educators, applied linguists, educational technologists, developers of language learning applications, and researchers focusing on gamification and motivation in higher education.

This qualitative case study investigates the nuanced impact of Duolingo's Streak feature on the learning motivation and autonomous English learning among English-majored students at the Academy of Public Administration and Governance (APAG). Recognizing the widespread use of gamified applications in language education, the study employs an online questionnaire and in-depth interviews with twenty frequent Duolingo users. Participants were categorized into "Structured" and "Flexible" groups based on their streak maintenance patterns and learning autonomy, allowing for a comprehensive exploration of their experiences and perceptions. The findings reveal that the Streak feature effectively stimulates both intrinsic and extrinsic motivation by fostering feelings of achievement, challenge, and promoting learning continuity. It aligns with principles of Self-Determination Theory by internalizing external pressure into self-driven behavior, and with Habit Formation Theory by encouraging consistent daily practice. However, a crucial insight is that while the streak motivates consistency, it can paradoxically lead to "surface learning," where students' primary focus shifts from deep language acquisition to merely maintaining their streak. This research provides valuable insights into the psychological processes underpinning gamified learning systems and offers pedagogical implications for designing and implementing language learning applications that encourage sustainable, rather than superficial, engagement. The study contributes to a more fine-grained understanding of specific gamification mechanisms and their complex effects on learner behavior and motivation in MALL environments.