In a world in which every day is more communicated and influenced by technology than ever in history, education has been evolving to a point where everyone can learn everything everywhere and a great number of resources and tools can support traditional learning methods. This may influence the development of new educational platforms like Duolingo for schools, it was the chosen alternative to improve autonomous learning at a school where EFL pre-service teachers during pedagogical practicum have few technological supplies available at school. This mixed approach study is meant to be an action research project for future studies intending to encourage autonomous learning in EFL teaching for eleventh graders from a public school in Bogota mediated by the use of Duolingo for Schools as a homework, innovating from the traditional classroom and CLIL methodology used in classes for this context to a TBLT approach in face-to face classes and Duolingo for schools’ assignments at home during the application. Although there is analysis and review of the literature and previous studies, in this pedagogical design the participants are asked about their perceptions through a few short interviews, and Likert scale surveys and evaluated by 3 different assessments to check the English grades and measure the impact of this digital platform. While teachers write a few journals about the process and monitor a list of students´ progress and task accomplishment on the platform Duolingo for schools. Finally, the expected impact is to encourage and enhance their autonomous learning in EFL using ICT and new technological alternatives in the face-to-face language classroom or outside at home with virtual classrooms like Duolingo for schools following a blended learning approach for a nowadays virtual world; one that was expedited by pandemic lockdown in 2020, opened the door for a worldwide new kind of education.