Integrating Memrise Application in Enhancing Student’s Vocabullary Mastery - Findings and Discussion

 

Findings and Discussion

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The studies reviewed consistently demonstrate that the Memrise application is an effective tool for enhancing vocabulary acquisition across various educational contexts, particularly in English as a Foreign Language (EFL) settings. The findings from the ten studies highlight several key themes: improved vocabulary achievement, increased student motivation, the role of gamification and technology, and challenges related to implementation. These themes are discussed below, drawing on the quantitative, qualitative, and mixed-method approaches employed in the studies, as well as their theoretical underpinnings.

4.1 Improved Vocabulary Achievement

A recurring finding across the studies is the significant improvement in students' vocabulary mastery when using Memrise. For instance, Deputri et al. (2023) reported a statistically significant increase in vocabulary motivation and performance among eighth-grade students at SMPN 24 Kota Serang, with a significance value of 0.000 (<0.05) in post-test results. Similarly, Fadhilawati (2016) found that Memrise improved vocabulary achievement among second-semester university students, with mean scores rising from 60.45 (pre-test) to 86.27 (post-test). Suryani (2022) further corroborated these results through a qualitative study, documenting progressive improvements in mean scores across two cycles (from 54.06 to 80.86). These findings align with Thornbury’s (2002) theory of vocabulary acquisition, which emphasizes the importance of repeated exposure to words in various forms, a principle effectively operationalized by Memrise’s spaced repetition system (Tyas & Nurdiawati, 2020). However, not all studies reported universal success. Tyas and Nurdiawati (2020) found Memrise to be ineffective for tenth-grade vocational students, possibly due to limited technological access and low initial motivation, highlighting the influence of contextual factors on outcomes.

4.2 Increased Student Motivation and Engagement

Memrise’s gamified interface and interactive features were frequently cited as key drivers of student motivation. Deputri et al. (2023) and Zohoorian et al. (2022) noted that students in experimental groups using Memrise exhibited higher motivation compared to control groups, with qualitative data from Zohoorian et al. (2022) indicating positive attitudes toward the application. This aligns with Sadirman’s (2012) motivation theory, which underscores the role of engaging learning environments in fostering intrinsic motivation. Nuralisah and Kareviati (2020) further reported increased student interest and engagement, as evidenced by questionnaire responses, suggesting that Memrise’s game-like elements, such as points and levels, enhance learner autonomy and engagement. Aprizal and Wachyudi (2024) reinforced this through their literature review, identifying gamification and autonomy as central themes in Memrise’s effectiveness. These findings resonate with Vygotsky’s interactive learning theory, which emphasizes the role of social and interactive tools in knowledge construction (Deputri et al., 2023). 

4.3 Role of Technology and Gamification

The integration of technology in education, as discussed by Hidayati and Diana (2019) and Moura and Carvalho (2021), is a critical factor in Memrise’s success. The application’s use of spaced repetition, multimedia content, and mobile accessibility caters to diverse learning styles, as seen in Taebenu and Katemba’s (2021) study, which highlighted significant vocabulary gains among female students using Memrise via Google Classroom. The gamified design, as noted by Aprizal and Wachyudi (2024), encourages repeated practice and long-term retention, aligning with the constructivist learning theory (Tyas & Nurdiawati, 2020) and Krashen’s language acquisition theory (Suryani, 2022). However, the reliance on technology also introduces challenges, such as limited access to premium features and internet connectivity issues, as reported by Hendrisa et al. (2024).

4.4 Challenges in Implementation

Despite its benefits, the implementation of Memrise is not without challenges. Several studies, including Deputri et al. (2023) and Hendrisa et al. (2024), identified external barriers such as limited access to technology, unstable internet connections, and the lack of offline functionality. Zohoorian et al. (2022) noted a dependency on technology, which could hinder social interaction in traditional classroom settings. Additionally, resistance to technology and varying levels of student readiness, as reported by Deputri et al. (2023), posed challenges in ensuring equitable outcomes across experimental and control groups. These findings suggest that while Memrise is a powerful tool, its effectiveness is contingent on adequate technological infrastructure and teacher support, as emphasized by Taebenu and Katemba (2021).

4.5 Theoretical and Practical Implications

The studies collectively underscore the alignment of Memrise with established theories of language acquisition, motivation, and educational technology. Krashen’s language learning theory and Vygotsky’s sociocultural theory provide a robust framework for understanding how Memrise facilitates vocabulary acquisition through interactive and contextual learning. The use of spaced repetition, rooted in memory theories (Tyas & Nurdiawati, 2020), enhances retention by optimizing review intervals. Practically, the findings suggest that Memrise is most effective when integrated with structured teaching strategies, such as teacher-led training (Zohoorian et al., 2022) and continuous evaluation (Taebenu & Katemba, 2021). However, addressing infrastructural limitations and providing teacher training are critical to maximizing its potential.