Department of English Language, Ra. C., Islamic Azad University, Rasht, Iran
Abstract: (15 Views)
This mixed-methods study investigated the effect of the Memrise application on Iranian intermediate English as a Foreign Language (EFL) learners’ vocabulary learning and listening comprehension. The study involved 60 participants, with 30 in the experimental group using Memrise and 30 in the control group engaging in traditional textbook-based instruction. The data were collected through pre-tests and post-tests assessing vocabulary learning and listening comprehension, along with semi-structured interviews and classroom observations to capture learners’ experiences. Quantitative data were analyzed using independent samples t-tests, while qualitative data were analyzed via inductive coding with MAXQDA 20. The results showed significant improvements in both vocabulary learning and listening comprehension for the experimental group compared to the control group. Qualitative findings highlighted key features of Memrise, including its user-friendly interface, gamification, and authentic content, while also identifying challenges such as technical issues and limited vocabulary coverage. Learners expressed increased motivation, confidence, and enjoyment in using the app, though frustrations with technical glitches were noted. In addition, classroom observations supported these findings, revealing high levels of engagement and participation throughout the intervention. The study suggests that Memrise can be an effective tool for enhancing vocabulary and listening comprehension in EFL contexts, though technical and content limitations should be addressed for optimal learning experiences.
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC 4.0)