English learning applications: A shortcut or an effective solution?

Abstract

This study aims to explore users’ perceptions and experiences of English learning applications. Data were collected through an online survey involving 33 respondents aged 18–24. The results showed that Duolingo was the most frequently used application (84.8%), followed by Memrise (9.1%) and Babbel (6.1%). Most respondents had used English learning applications for less than six months (75.8%), with the majority using them one to four times per week. In terms of perceived effectiveness, vocabulary showed the strongest self-reported progress, with 81% of respondents reporting significant (30%) and very significant (51%) improvement. In contrast, most respondents reported neutral perceptions of improvements in listening, speaking, and grammar skills. Although 93.9% of respondents considered the applications practical and convenient, 51% stated that their overall effectiveness depended on individual learning purposes. Gamification features such as points, levels, and badges were also considered motivating by 90.9% of respondents. However, respondents indicated that applications were more suitable for beginner-level learning and were not sufficient to develop overall fluency independently. Suggestions for improvement included more diverse learning content, interactive speaking features, personalized learning levels, and automated feedback. Overall, the findings suggest that English learning applications serve as accessible and supportive supplementary tools, particularly for vocabulary development and beginner-level learning, but should not be considered a complete replacement for formal language instruction. From an Islamic educational perspective, these findings highlight the importance of self-directed learning (talab al-‘ilm) and disciplined, ethically guided use of digital media in the pursuit of knowledge.