Duolingo As A Vocabulary Instruction Tool for Young Learners of Russian

The article evaluates the Duolingo application as an instructional tool for vocabulary acquisition in Russian among primary-school pupils aged seven through ten. The analysis draws on empirical studies of Duolingo across multiple target languages (Vesselinov R., Grego J.; Loewen S.; Jiang X.), on the systematic review by Shortt M. and on the only published controlled trial with elementary participants by Rachels J.R.and Rockinson-Szapkiw A.J. Findings indicate measurable vocabulary gain, disputed parity with classroom instruction, age-specific motivational risks and a clear need for hybrid integration in the primary RFL classroom. Recommendations for the Uzbek context address device access, session length and pairing the application with offline phonetic activities.

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