THE ART OF CREATING NEW POSSIBLES: NUANCES FOR TEACHING ENGLISH THROUGH DUOLINGO

Abstract

English language teaching (EL) in Brazil faces several challenges, such as lack of student interest, overcrowded classes, inadequate infrastructure in public schools, and limitations related to teacher training and performance in the classroom. These factors contribute to many students not developing significant learning in the language. Santos (2011) highlights that Brazilian schools have not been able to ensure the effective acquisition of language skills by students. Given this scenario, this study seeks to analyze the effectiveness of the Duolingo application as a complementary tool to traditional EL teaching. The research was conducted in two schools in the city of Almenara-MG, with a predominant focus on students in the 1st year of high school. The experiment was conducted without direct interference from the teacher in the methodology adopted by the application, allowing us to evaluate its potential as an autonomous learning resource. The research, of an applied nature, followed an experimental and observational approach, with an exploratory and descriptive bias. The results indicated that Duolingo offers relevant contributions to learning, especially in filling gaps left by the public education system in relation to proficiency in EL, as advocated by the National Curricular Parameters (PCNs). Although it presented significant advantages, the application also revealed structural flaws and accessibility problems. However, the qualitative analysis of the numerical results and the participants' perceptions allowed us to conclude that Duolingo helps in the development of linguistic skills and is configured as a valid alternative to complement formal English teaching in the Brazilian school context.