Students' Perceptions of Memrise App Use in Learning Vocabulary
Abstract
This study aims to investigate the students’ perceptions in using Memrise app in learning vocabulary. To achieve this aim, this research applied qualitative methodology as qualitative research. The participants of this study were 20 students with non-English major study programs. The data of this study were obtained from students’ written reflections through Google form that spread by WA Group. Thematic analysis was implemented in this study based on the concept of students’ perceptions. The result of the analysis showed that students’ perceived usefulness in learning vocabulary with the Memrise application has positively increased. The students also felt entertained in learning vocabulary, such as playing a game. The result also revealed that students implemented their words knowledge in speaking, pronunciation, listening and writing. The students were satisfied in learning vocabulary after exposing them with range of built-in features of the application, such as videos, audios, pronunciation guidance and reviewing learning systems. The pedagogical implication of this study is that the teacher/lecturer, university, and students can utilize this application as learning and teaching media to bridge them to acquire good range of lexical.
Keywords: Learning Vocabulary; MALL; Memrise App; Students’ Perceptions
Full Text:
78-89References
Abarghoui, M. A., & Taki, S. (2018). Measuring the effectiveness of using Memrise on high school students’ perceptions of learning EFL. Theory and Practice in Language Studies. 8(12), 1758–1765.
Arifin, I. (2020). The effectiveness of memrise application and tinycards by duolingo application to teach adjective (a quasy experimental research at the 11th grade students of SMA Kartika iii-1 banyubiru in the academic year of 2019/2020). Research Paper, IAIN Salatiga.
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47 (4), 450-466.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62. https://doi.org/10.1037/0022-0663.98.1.44
Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
Chau, B.P.N., & Huong, L.T.V. (2021). Efficiency of the ‘Memrise’ mobile application in vocabulary learning of efl students. Tạp chí Khoa học Ngôn ngữ và Văn hóa. ISSN 2525-2674. Tập 5, Số 1.
Cherian, E. J., & Williams, P. (2008). Mobile learning: The beginning of the end of classroom learning. Paper presented at the The World Congress on Engineering and Computer Science WCECS 2008. San Francisco
Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(01), 96–112
Creswell, J. W., & Creswell, J. D. (2018). Research Design; Qualitative, Quantitative, and Mixed Method Approaches : Fifth Edition. SAGE Publications
Esmaeili, Z., & Shahrokhi, M. (2020). The Impact of Memrise Application on Iranian EFL Learners’ Collocation Learning and Retention. International Journal of Language Education Volume 4, Number 2, 2020, pp. 221-233 ISSN: 2548-8457 (Print) 2548-8465 (Online). doi: https://doi.org/10.26858/ijole.v4i2.10672
Fathi, J., Alipour, F., Saeedian, A. (2018). Enhancing vocabulary learning and self-regulation via a mobile application: an investigation of the Memrise app. Journal of Modern Research in English Language Studies 5 (1), 27-46.
Hamer, W. (2021). Utilizing Memrise application as instructional media-based technology to enrich the students’ vocabulary mastery. UNNES-TEFLIN National Seminar, 4(1), 364-375.
Huang, S. (2015). Mixed-method research on learning vocabulary through technology reveals vocabulary growth in second-grade students. Reading Psychology, 36:1–30, 2015. ISSN: 0270-2711 print / 1521-0685 online DOI: 10.1080/02702711.2013.808723
Jackson, H., & Amvela, E. Z. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. Bloomsbury Academic.
Jacob, R. & Daniel, H. (2018). Students’ perceptions of mobile learning of high frequency vocabulary using the “Memrise app”. CiNii Research Articles.
Karjo, C. H., & Andreani, W. (2018). Learning Foreign Languages with Duolingo and Memrise. ICDEL, 109-112. doi:10.1145/3231848.3231871
Kukulska-Hulme, A., & Shield, L. (2008). Overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271289. Retrieved from http://oro.open.ac.uk/11617/1
Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. doi: 10.1080/09588221.2018.1541359
Łuczak, A. (2017). Using Memrise in Legal English Teaching. Studies in Logic, Grammar, and Rhetoric, 49(1), 141-152.
Michelle, K., E., & Lara, V. (2020). Thematic analysis of qualitative data : AMEE Guide No. 131. Medical Teacher 42 (8), 846-854.
Nushi, M., & Eqbali, H., M. (2017). Duolingo : A mobile application to assist second language learning. Teaching English with Technology 17 (1), 89-98, 2017.
Nuralisah, A., S., & Kareviati. (2020). The effectiveness of using Memrise application in teaching vocabulary. PROJECT (Professional Journal of English Education) 3 (4), 494-500.
Nurdiansyah, D. M. R., Asyid, S. A., & Parmawati, A. (2019). Using Color Coding To Improve Students'english Vocabulary Ability. Project (Professional Journal Of English Education), 2(3), 358-363.
Reutzel, D. R, & Cooter, R. B. (2013). The essentials of teaching children to read (3rd ed.). New York, NY: Pearson.
Saldana, J. (2016). The Coding Manual for Qualitative Researchers (3rd ed.). Sage Publications.
Sato, T. & Burden, T. (2020). The impact of information processing styles in mobile-assisted language learning: are multimedia materials effective for every learner? Electronic Journal of Foreign Language Teaching. 17(1), 154–167
Stahl, S. A. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice. Erlbaum, p.95–114.
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based Meta-analysis. Review of Educational Research, 56(1), 72–110. https://doi.org/10.3102/00346543056001072.
Walker, L. (2015). The impact of using Memrise on student perceptions of learning Latin vocabulary and on long term memory of words. Journal of Classics Teaching 16 (32), 14-20.
Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100- 116.
Watts-Taffe, S. W., & Gwinn, C. B. (2007). Integrating literacy and technology: Effective practice for grades 1–6. New York, NY: Guilford Press.
Wong, L.H., Chin, C.K., Tan, C.L., & Liu, M. (2010). Students’ personal and social meaning making in a Chinese idiom mobile learning environment. Educational Technology & Society, 13(4), 15–26.
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English. Language Learning System, 81, 39-49.
Zang, H., & Song. W., & Burston. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology – July 2011, volume 10 Issue 3
Zhang, X. (2019). Learning technology review : Memrise. Calico Journal, 36 (2), 152-161, 2019).
Zoghi, M., & Deghan, N., H. 2012. Reflection on what learner autonomy. International Journal of English Linguistics 2 (3), 22.
DOI: http://dx.doi.org/10.31332/alg.v4i2.4250
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 AL LUGHAWIYAAT
| Indexing: |
