This study investigates the role of Duolingo as an out-of-class learning tool for EFL students, addressing the need for self-directed language learning (SDLL) in contexts where traditional classroom instruction is limited. The study aims to answer three research questions: (1) What strategies do EFL students employ when learning English with Duolingo? (2) What challenges do they face, and how do they maintain consistency? (3) How do students perceive Duolingo as a self-directed learning tool? Adopting a qualitative approach with thematic analysis from Braun & Clark (2006), the research employed semi-structured interviews and observation (digital monitoring) with 7th-grade EFL junior high school students at SMP Kartiyoso Semarang. The findings reveal that students used Duolingo’s gamification (e.g., streaks, leaderboards) to motivate them to stay consistent in learning, even though some technical barriers are often encountered by the students (e.g., internet instability, voice recognition errors). Sociocultural sensitive content like LGBT campaigns occasionally hindered engagement, yet the app’s accessibility and game-like design were praised for improving English language skills. The study underscores the potential of Duolingo to complement formal education if integrated with teacher guidance and localized content. For educators, this study advocates for blended learning models that combine app-based practice with classroom instruction. This research contributes to MALL literature by bridging the gap between technology and pedagogy in understudied out-of-class learning and cultural contexts.