Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT

Abstract

Artificial intelligence (AI) has become increasingly integral to second language learning due to its outstanding advantages, such as personalized learning experiences, real-time feedback, and increased engagement. Despite the growing popularity of AI-powered platforms like Duolingo and ChatGPT, there is limited empirical research comparing their effectiveness in fostering key educational outcomes. This study addressed this gap by investigating the impact of Duolingo and ChatGPT on the motivation, enjoyment, critical thinking (CT), and autonomy of English as a Foreign Language (EFL) learners in China. Employing a true-experimental design, the study involved three groups: two experimental groups (EGs) using Duolingo (n = 81) and ChatGPT (n = 81) and a control group (CG) (n = 82). The outcomes of a one-way MANOVA indicated that both experimental groups significantly outperformed the control group in terms of motivation, enjoyment, CT, and autonomy. Furthermore, the results demonstrated no significant differences between the Duolingo and ChatGPT groups, suggesting both platforms are equally effective in the constructs under investigation in this study. These findings indicated the potential of AI-driven platforms to transform second language education by providing engaging, personalized, and cognitively enriching experiences.