Students' Perceptions of the Use of Duolingo English Practice Test for Evaluating Speaking Proficiency: A Qualitative Approach

This study explores students’ perceptions of the Duolingo English Test (DET) Practice as a digital tool for evaluating speaking proficiency. The research was motivated by the need for accessible and fair alternatives to traditional speaking assessments, which are often costly and limited by human subjectivity. Using a qualitative descriptive design, five English Education students from a private Islamic college in Kendari City were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal five major themes: students’ experiences in using DET Practice, its features and challenges, the reflection of speaking ability, and the influence on confidence and motivation. Students generally perceived DET Practice as practical, engaging, and supportive of self-directed learning due to its user-friendly interface and immediate feedback. However, concerns were raised regarding automated scoring accuracy and the absence of real-time interaction, which limited authentic communicative performance. Overall, the study concludes that DET Practice serves as an effective supplementary platform for enhancing speaking readiness and motivation, but it should be integrated with interactive classroom-based activities to ensure comprehensive evaluation and authentic language use.

Keywords: Duolingo English Test; Speaking Proficiency; Students’ Perception; Qualitative Study; Digital Assessment