Integrating Memrise Application in Enhancing Student’s Vocabullary Mastery

 

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Chapter I

Introduction

In the second language learning, vocabulary is a fundamental and crucial aspect Dakhi, S., & Fitria, T. N. (2019).  Vocabulary not only affects students' abilities related to reading but more than that, all skills in English require comprehensive vocabulary mastery. Nevertheless, students often face problems where they have difficulty in mastering vocabulary. This certainly affects students' communication skills and also their academic performance Qian, D. D., & Lin, L. H. (2019).  Therefore, there is a need for continuous exploration to find suitable and effective learning methods for students so that they have comprehensive vocabulary mastery.

In line with the problems that keep emerging, various vocabulary teaching methods have been developed. These methods are implemented to facilitate students in mastering vocabulary either through direct or incidental teaching (Fauziningrum et al., 2023). Along with the development of digital technology, a mobile assistance-based teaching method known as Mobile-Assisted Language Learning (MALL) has also been developed and offers effective teaching for language learning (Burston, J., & Giannakou, K., 2022). The memrise application is one of the MALL-based application platforms which offers an interesting learning method with visual and audio content. With its various features, this MALL-based application has the potential to answer the problems faced by students in mastering vocabulary (Zuniati et al., 2023). However, there needs to be further review whether this application can really help realize an effective and efficient learning model, especially in vocabulary mastery.

This study aims to systematically examine the findings of research published in the last five years. In this study, a comprehensive literature review will be conducted to identify the effectiveness of memrise applications in learning, especially vocabulary acquisition. Furthermore, the analysis also examines what problems are likely to come in the future and examines the potential benefits that can be maximized. It is hoped that this study can serve as a review for teachers, researchers and policy makers in considering the integration of memrise in education.

 

Chapter II
Literature Review

In this chapter, a literature review that is relevant to the topic of vocabulary mastery in English language learning will be reviewed. In addition, it will also look for sources that provide insight into the use of technology in language teaching, particularly the use of memrise applications to improve students' vocabulary mastery.

2.1 Vocabulary Mastery in English  Learning

In English language learning, one of the important aspects is vocabulary acquisition. This applies to both EFL and ESL learners as a fundamental aspect of mastering a language (Rashid, M. H., 2022). Vocabulary mastery has a significant influence on students' language skills. This also includes students' level of understanding of learning materials as well as students' language skills such as reading, writing, listening, and speaking (Yolcu, M., & Mirioglu, M., 2020). Research has also proven that students will understand texts more easily if they have a lot of vocabulary. In addition, vocabulary mastery is also closely related to communication skills (Wardana, I. K., 2023). Thus, in-depth exploration is needed to find the right learning methods and strategies to improve the effectiveness of learning, especially vocabulary mastery.

2.2 Utilization of Technology in Language Teaching (MALL)

Integrasi teknologi dalam pengajaran bahasa, yang dikenal sebagai Mobile-Assisted Language Learning (MALL), telah menawarkan berbagai peluang inovatif untuk meningkatkan pengalaman belajar siswa (Kukulska-Hulme et al., 2009). Mobile-Assisted Language Learning or better known as MALL in its utilization has offered to improve students' learning experience. Various facilities and learning methods are also integrated with MALL so that many gaps can be explored and utilized (Sahril, S., et al.. 2022). Many features are offered in the integration of MALL in language learning. Instant feedback, engaging learning materials, gamification, as well as mulitimedia make the integration of MALL in learning has great potential to increase the effectiveness of vocabulary learning in students.

2.3 Memrise as a Vocabulary Learning Application

A MALL-based app, Memrise is an English learning platform that offers engaging learning materials and methods. Features that can be accessed from this application include interesting learning with the vocabulary drill method. In addition, users are also invited to apply the vocabulary learned so that it makes it easier for users to understand the vocabulary learned. In addition, there are video snippets of native speaker conversations that can be used to practice pronounciation and new vocabulary. Some studies state that the use of memrise in learning has a positive significance for increasing students' vocabulary acquisition. As explained by Nuralisah, A. S., & Kareviati, E., (2020), that the use of memrise has a positive impact on student vocabulary acquisition.

2.4 Research on the Effectiveness of Memrise in Improving Students' Vocabulary

Memrise has been studied extensively for its role in improving vocabulary acquisition, with mixed results influenced by contextual factors. For example, eighth grade students showed a significant increase in vocabulary scores from 69.11 (pre-test) to 87.00 (post-test) after using Memrise, which was supported by strong statistical significance (t-test: 11.128 > t-table: 1.699) (Zuniati et al., 2023). Similarly, students in agricultural studies experienced an increase in mean score from 60.45 to 85.27 (Fadhilawati, 2016). A gender gap is also evident, with female students outperforming male students (95.40 vs. 89.00) in vocabulary acquisition (Taebenu et al., 2021). However, technological limitations, such as poor internet access, hindered effectiveness in vocational schools, resulting in a negligible difference between the experimental group (59.8) and the control group (59.6) (Tyas & Nurdiawati, 2020). Memrise's gamification approach also improves motivation and memorization efficiency (Nuralisah & Kareviati, 2022), although its success depends on institutional support and infrastructure (Aprizal & Wachyudi, 2024).

2.5 Research Gap and Article Focus

With the initial literature review, it is necessary to investigate further the degree to which the Memrise app contributes to students' vocabulary learning in various learning settings. This narrative literature review paper aims to fill the gap by compiling, synthesizing, and reviewing the current studies in order to provide a better picture of the potential and pitfalls of employing Memrise to improve the vocabulary of the students.

 

Chapter III
Methods

This research used a narrative literature review approach. This approach is a research method to present a logical case based on an in-depth understanding of the development of a research topic (Macchi and McEvoy, 2009). This method will be used to analyze previous research on the use of Memrise to develop students' vocabulary acquisition. Furthermore, this approach will provide a comprehensive understanding in presenting the synthesized results of previous research.

The research sources in this study are relevant literature of 10 scientific journal articles published between 2019 and 2025. The selection of articles is based on aspects as criteria where the selected articles must have relevance to the topic of using Memrise to improve students' vocabulary acquisition. Then the selected articles must meet the peer-review criteria and then the whole article will be analyzed through the themes found.

The analysis process is based on the division of themes or in other words using thematic analysis. The process includes reading the article and annotating as necessary. Furthermore, the data obtained from the articles are grouped based on their aspects. The findings will be synthesized to see the general patterns that emerge, research gaps, and practical recommendations for educators in designing learning strategies that integrate memrise effectively.

 

Chapter IV
Findings and Discussion

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.

 

 

Chapter V
Conclusion

The narrative literature review of the ten studies reveals that the Memrise application is a highly effective tool for improving vocabulary mastery and motivation in EFL contexts. Its gamified interface, grounded in spaced repetition and interactive learning principles, aligns with theories of language acquisition, motivation, and educational technology, making it a valuable asset for both students and educators. The consistent improvements in vocabulary scores across diverse populations, from junior high school students to university learners, highlight its versatility. However, challenges such as technological access, student readiness, and the need for teacher training must be addressed to ensure equitable implementation. Future research should focus on longitudinal studies to assess long-term retention and explore ways to mitigate technological barriers, particularly in resource-constrained settings. Overall, Memrise represents a promising approach to vocabulary learning, offering a blend of engagement, autonomy, and effectiveness that can enhance language education when supported by appropriate pedagogical strategies.

 

 

 

 

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