Analysis of the impact of adaptive platforms (Duolingo, Moodle, Pearson) on progression towards the B1 level according to the CEFR

Abstract

The rapid development of educational technologies has fostered the integration of adaptive digital platforms into the teaching and learning of English as a foreign language. Tools such as Duolingo, Moodle and Pearson stand out for their use of learning personalisation systems, automated feedback and continuous monitoring of learners’ progress. Within this context, the B1 level of the Common European Framework of Reference for Languages (CEFR) assumes particular relevance, as it represents a critical stage in the consolidation of autonomous communicative competence. The aim of this study was to examine and synthesise the available scientific evidence on the impact of these platforms on learners’ progression towards the B1 level of English through a documentary review of previous studies. The research adopted a qualitative, exploratory and documentary approach, focused on the critical and systematic analysis of peer-reviewed academic literature selected for its theoretical and methodological relevance. The findings indicate that adaptive platforms exert a differentiated influence on language learning, demonstrating greater effectiveness in the development of receptive skills and in the consolidation of basic and intermediate linguistic structures, while progress in productive skills appears less consistent. These outcomes suggest that, although adaptive platforms constitute a relevant pedagogical resource for intermediate-level English learning, their effectiveness depends on their alignment with CEFR descriptors and on their integration with complementary pedagogical strategies.