Online Learning through Duolingo Stories: An Examination of Literacy Development

Tom Neuschafer, Jersey Shore Area School District

https://doi.org/10.9743/JEO.2025.22.3.12

Abstract

Read-aloud stories can improve reading comprehension through exposure to literature beyond one’s current reading level, leading to increased independent reading among users. In an era of online learning, online platforms offer opportunities for learners to engage with authentic language materials and provide interactive learning experiences. Duolingo Stories provides users with an interactive way to learn foreign language materials that may be important for exposure to elements of discourse-level pronunciation, such as prosody, stress, and intonation. Students learning a new language other than English need reading reinforcement that involves learning stress and prosody (rhythm or intonation) of certain words. In support of language development through read-alouds, this paper examines five Duolingo Stories for learning German in the context of language learning. I analyzed how exercises in enunciation and character voices were portrayed in stories throughout the Duolingo German language learning course. This paper focuses on key components of literacy development supported in the Duolingo stories, including (a) enunciation, character voices, and sound effects; (b) pitch and volume; (c) pacing; and (d) eye contact and facial expressions. It explains how Duolingo Stories provides many quality opportunities for users to improve their overall pronunciation. However, more research may be needed to examine whether features such as character animation may further improve eye contact and facial expression elements to increase language learning.

Keywords: literacy development, online language learning, Duolingo Stories, read-alouds