Reading difficulty is a worldwide problem. Using action research design with mixed quantitative and qualitative approach, I examined the impact of Duolingo on reading, and its potential transformation based on the feedback of struggling-readers. I collected data through assessments and in-depth interview. Using Wilcoxon Signed-Rank Test, and thematic analysis, I found that learners began with low reading proficiency but, through a structured Duolingo-based intervention, they showed improved reading skills, increased motivation and confidence.  The learning benefits and limitations related to access and usability of Duolingo were established. Educational practitioners and policymakers may extend the use of Duolingo to other subjects and recreational learning to boost engagement, with support from internet access, devices and policies.