Eng112 Research

UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)

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COLLEGE OF TEACHER EDUCATION
THE INTEGRATION OF MEMRISE AS A TOOL IN TEACHING:

AN ASSESSMENT
Keywords: Memrise, Technology, Virtual Platform and English/Foreign

Language JUDY T. GASGAS, KENNETH ROLAND VARGAS, UNIVERSITY
OF SAINT ANTHONY, May 2020
ABSTRACT
The study aimed to determine the effect of integrating the virtual
platform Memrise as a teaching tool. Specifically, it sought to answer the
following questions: 1.) What are the teachers perception of learning and
teaching vocabulary through Memrise? 2.) Do they consider the use of
Memrise as a tool in teaching a language, pronunciation and grammar? 3.)
How effective is Memrise in improving vocabulary performance? 4.) Is
Memrise highly effective as an instructional tool?
Descriptive method and Historical method with the questionnaire as
the major instrument to gather data, observation, documentary analysis and
interviews which the researchers has developed taken from valid resources.
Its respondents are the teachers of University of Saint Anthony. This study
yielded the following findings; Memrise is a great application to enrich the
students vocabulary in a fun learning experience. It offers a different

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atmosphere in the teaching and learning
process. Memrise is also highly effective as an
instructional tool in teaching. The conclusion is that the effect of integrating
the Memrise application as a teaching tool for English vocabulary is effective.
Every language around the world is made up by words. Historically
human beings start to accept a language word by word, either the mother
tongue or a second one. Oxford and Scarcella, (1994) affirmed that
researchers consider vocabulary as one of the most important components of
a language upon which effective communication relies. From their perspective,
vocabulary enables meaningful knowledge about how to communicate and the
best way to do it.

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CHAPTER I
THE PROBLEM
INTRODUCTION
Memrise is an online self-study programme which I had used myself
to learn Latin vocabulary. Its main benefits for me were its portability,
accessibility (via computers and Apps on smartphones and tablets) and ease
of use. Created by researchers in psychology and languages, the programme
is designed to build up long-term memory of vocabulary through systematic
and frequent testing of vocabulary items.
Memrise utilises an algorithmic review system whereby students
must revisit words repeatedly but at a particular scheduled time, with
reminders to review occurring at the time when the memory is most likely to
fade. Particular focus is given to words that individual students continually
forget, encouraging focussed effort in weaker areas of their memory. Memrise’
design might assist in establishing long-term memories of words for the
students and may compensate for limitations of class time. Also, the prevalent
use of smartphones in students’ free time suggested that Memrise might be
particularly compatible with student habits.

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This study suggests that foreign languages students lack knowledge about the
technological systems of the current world. Therefore, this study proposes the
integration of a virtual platform as support of the English class.
In the modern world, the English language has become an essential
requirement in the educational, professional and social fields; it brings people
more opportunities and it nourishes the spirit. English has a significant effect
in the field of education thanks to its positive outcomes. Educational
institutions are always looking for different advance and development systems
that permit a productive learning.
In this context, virtual platforms appear as important tools in the
educational environment, mostly in the learning of a foreign language. These
technological instruments provide access to the entire information of the world
and complement the traditional education, in order to go beyond the
requirements of survival. Thus, virtual platforms should be considered as a
notable element that furnishes human language and social development.
In the technological era, there are diverse tools for learning a
language, one of these is the virtual platform Memrise created in 2010; it
includes different strategies to enhance vocabulary in the long-term memory.
This learning platform is available in mobile and web versions, also, it won the
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Google Play award in 2017 for the best languages application.
Accordingly, this research is important in terms of exploring the effects of
using virtual tools such as Memrise in a course of foreign languages.
Vocabulary learning strategies refers to the knowledge about the
mechanisms (processes, strategies) used in order to learn vocabulary as well
as steps or actions taken by students (a) to find out the meaning of unknown
words, (b) to retain them in long-term memory, (c) to recall them at will, and
(d) to use them in oral or written mode.
This study shows how technology has brought a massive change to
humanity and it also shows that the integration of technology in a language
teaching process can lead to a successful learning process by using virtual
platforms.
Thus, vocabulary learning strategies are created and used by
teachers according to the needs of their students, in order to improve their
use of the foreign language.

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THEORETICAL FRAMEWORK
This study is supported and anchored on the following theories and
concepts that became the foundation of this research:
Connectivism (Siemens, Downed) is a learning theory that explains
how Internet technologies have created new opportunities for people to learn
and share information across the World Wide Web and among themselves.
These technologies include Web browsers, email, wikis, online discussion
forums, social networks, YouTube, and any other tool which enables the users
to learn and share information with other people.
A key feature of connectivism is that much learning can happen across
peer networks that take place online. In connectivist learning, a teacher will
guide students to information and answer key questions as needed, in order
to support students learning and sharing on their own. Students are also
encouraged to seek out information on their own online and express what
they find. A connected community around this shared information often
results.
Social Constructivism: Vygotsky’s Theory
Lev Vygotsky (1896-1934) was a Russian psychologist whose
sociocultural theory emphasizes the importance of culture and interaction in
the development of cognitive abilities. Vygotsky differed with Piaget in that he

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believed that a person has not only a set of abilities but also a set of
potential abilities that can be realized if given the proper guidance from
others. Vygotsky developed theories on teaching that have been adopted by
educators today.
Like Piaget, Vygotsky acknowledged intrinsic development, but he argued
that it is the language, writings, and concepts arising from the culture that
elicit the highest level of cognitive thinking (Crain, 2005). He believed that
social interactions with teachers and more learned peers could facilitate a
learner’s potential for learning. Without this interpersonal instruction, he
believed learner’s minds would not advance very far as their knowledge would
be based only on their own discoveries.
Cognitivism Theory by Jean Piaget suggests that intelligence changes
as children grow. A child's cognitive development is not just about acquiring
knowledge, the child has to develop or construct a mental model of the world.
Each child goes through the stages in the same order, and child
development is determined by biological maturation and interaction with the
environment.
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At each stage of development, the child’s thinking is qualitatively different
from the other stages, that is, each stage involves a different type of
intelligence.
CONCEPTUAL FRAMEWORK
This study pursued three objectives in its procedure; to apply, to create
and to implement. It was necessary to conduct an interview, observation and
make a questionnaire to the teachers to know their experience during and
after the use of the Memrise platform; in order to determine it's effectiveness
in teaching and on the academic performance of the learners.
INPUT - the researchers considered the respondents profile that deals on
their gender and personal information and their experiences in using Memrise.
PROCESS - analyzing the effectiveness of using Memrise as a teaching tool.
This consists of data analysis and interpretation of the respondents.
OUTPUT - Integrating Memrise as a teaching tool is highly effective in
teaching a grammar, pronunciation and language.
FEEDBACK - this show how relevant, effective and reliable was the study in
catering the significance of conducting the study and be able to provide
reflection and assessment of using memrise as a tool in teaching.
The feedback loop provided information as to effect of the input and
process to the derived output.

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INPUT PROCESS OUTPUT
•Integrating
• Analyzing the
Memrise as a
effectiveness of
• Respondents using Memrise as a teaching tool is
profile (age, teaching tool. highly effective
gender) & personal in teaching a
information • interpretation of
the respondents grammar,
pronunciation
and language.
FEEDBACK
Conceptual Paradigm
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Statement of the Problem
The study aimed to determine the effectiveness of integrating the virtual
platform, Memrise as a teaching tool. Specifically, it sought to answer the
following questions:
1.) What are the teachers perception of learning and teaching vocabulary
through Memrise?
2.) Do they consider the use of Memrise as a tool in teaching a language,
pronunciation and grammar?
3.) How effective is Memrise in improving the vocabulary performance of the
learners?
Assumption of the Study
The study was premised on the following assumptions;
1. Memrise is a great application to enrich students vocabulary.
2. Memrise can be used by teachers according to the needs of their students,
in order to improve their use of the foreign language.
3. Memrise is highly effective in as an instructional tool in teaching.

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Scope and Delimitation
This study is concerned with the integration of Memrise as a tool
in teaching English language. Its respondents are the teachers of University
of Saint Anthony. The qualified respondents totaled only to 10, we selected
the respondents who are willing to try the Memrise application to assess and
know their insight on integrating this virtual platform as a tool in teaching,
through a questionnaire. This is taken through sampling technique for year
2019-2020. The study gathered only the information needed.
Significance of the Study
Significantly, this study would benefit the following;
College of Teacher Education, USANT. This study will encourage the
CTE Department to add language learning application in learning a
language.
School Administrators. They may plan on integrating a virtual platform
like Memrise as a tool in teaching for students' improvement in learning a
particular language.
Teachers. Through this study, they will be able to integrate and utilize
technology in teaching a particular language.

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Students. This study will be helpful in their studies to gain new knowledge
especially in learning a particular language. For them to also know an
application that will make an impact in their language learning.
Future Researchers. This study will serve as an encouragement to
conduct a further studies on the effectiveness of integrating different virtual
platforms such as Memrise as a tool in teaching.
Definition of Terms
The following terminologies were defined more comprehensively
to give clear conceptualization of this research.
Memrise. A language platform that uses spaced repetition of flashcards to
increase the rate of learning.
Effectiveness. This pertains to the degree of which something is successful
on producing a desired result.
Development. This pertains to the act, process or result of developing the
knowledge, skills and attitude of the students.
Vocabulary. This refers to the body of words used in a particular language.

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Language. This pertains to a system
of communication used by a particular country or community.
Virtual Technology. This pertains to a computer generated simulation in
which a person can interact within an artificial environment using electronic
devices.
REVIEW OF RELATED LITERATURE AND STUDIES
Every language around the world is made up by words.
Historically human beings start to accept a language word by word, either
the mother tongue or a second one.
Oxford and Scarcella, (1994) affirmed that researchers consider
vocabulary as one of the most important components of a language upon
which effective communication relies. From their perspective, vocabulary
enables meaningful knowledge about how to communicate and the best way
to do it.
Virtual platforms like Memrise should be considered as a notable element
that furnishes human language and social development. González (2015)
mentioned that the achievement of significant value of technology as an
academic tool can be a determinant factor in classes. The virtual platform
Memrise was integrated as a teaching tool for the learners in order for them
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to practice the vocabulary of the English class in
their free time. This was done to examine how Memrise impacts vocabulary
learning.
As González, Villota and Medina (2017) argued, technology is part of
the daily activities of many people, and students are a population that
maintains permanent contact with it.
Words of a language are like bricks of high buildings, despite their very
small size, they are necessary for the strength of the structure, (Zhan-Xiang,
2004, as cited in Nasrollahi and Daneshfar, 2018). It means that to achieve
the correct use of a language there are two important aspects that depend on
each other, first the vocabulary and second everything about grammar. It is
necessary to mention this because even when vocabulary is the basis of a
language, if a speaker uses it without a specific order, it will be hard or
impossible to send a message and, in contrast, if someone knows a lot of
grammar, but he does not have a wide vocabulary, he will not be able to
communicate correctly.
Information and Communication Technology (ICT)
ICT refers to information activities that are supported by technology.
One of the technology principles has witnessed, within very short time,
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noticeable progress across all the
aspects of life; particularly the sector of education (Eldow, Shakir, Abdullah
and Malik, 2017). Clearly, in the last decade, it has
been practiced to enhance education quality, to contribute to
knowledge to achieve the demands of society.
ICT has proliferated in the educational system because it brings
advancement and experiences to educators and students. Oni, Odaro-
Ekhaguebo and Akpoduado (2018) claimed that ICT have potentials of being
used to meet the learning needs of individual students, promote equality of
educational opportunities, offer high quality learning material, increase self-
efficacy and independence and improve the professional development of
teachers. In other words, it enhances the cognitive, affective-social and
psychomotor domains of learning (Buabeng-Andoh, 2012).
In the same line, ICT tools and devices are used for different purposes
such as timetabling, library management, electronic reporting, monitoring
attendance and to empower the pedagogical process (Eldow et al., 2017) to
facilitate learning without leaving behind the normative values of
professional teaching in the pedagogical practice. It is essential to know that
the integration of “Information and Communication Technology (ICT) works

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as the means to assist
teaching and learning”.
According to Catalán (2003, as cited in Nosratinia and Zaker, 2015),
vocabulary learning strategies (VLS) refer to the knowledge about the
mechanisms (processes, strategies) used in order to learn vocabulary as
well as steps or actions taken by students (a) to find out the meaning of
unknown words, (b) to retain them in long-term memory, (c) to recall them at
will, and (d) to use them in oral or written mode.
According to Kocaman, Yıldız and Kamaz (2018) when the Turkish
language initiated its adventure as a taught foreign language, we have come
a long way. In a parallel way, with the increasing demand of Turkish as a
Foreign Language (TFL, VLS facilitates the learning process of foreign
language learners. In fact, it enlarges the vocabulary as the virtual platform
Memrise does within its vocabulary learning techniques. There are six types
of strategies: cognitive, metacognitive, memory, compensatory, effective,
and social.
Autonomous learning is a well-known theory, which permits students
to learn by themselves, they are able to take decisions in order to construct
their own knowledge.

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According to Henric
Holect, it refers to “the ability to take charge of one’s own learning” (As
cited in Little, Dam, and Legenhausen, 2017), it was established that
learning in an independent way and with great amounts of freedom is better
achieved, while the student is aware of his academic goals.
González, Ramírez and Villota (2019) stated that it is necessary to
generate ways of training in which it is possible to acquire the knowledge
supported by technological tools, which in turn motivate students to
continue with the process on their own, that is to say, autonomously.
Henric Holect is considered the father of Autonomous Learning, he
proposed the term “Learner autonomy” which explains “learners’ ability for
self-management” Holect (as cited in Little et al., 2017). The autonomous
learning process requires a previous knowledge about the interests and
motivations of learners, because their interests will show what they really
want to learn about. Likewise, motivation will explain why people decide to
do something, how hard they are going to pursue it, and how long they are
willing to sustain the activity (MacFarlane, 2004). When talking about
autonomous learning in education, it is necessary to talk about the role of
the teacher and the elements that are required to promote it.
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According to Cao (2013) the
guidance of teachers is an inevitable choice for students to become the
masters of learning as well as to achieve personal development and self-
improvement. The basis of Cao’s argument is that the teacher is merely
support and guidance to students and, hence, their learning process
becomes easy and assertive. But, to make it happen, it is essential for
teachers to provide students with different tools like books, virtual platforms,
flashcards, forums, games and more in order to achieve academic
growth and to develop the ability of self-study. In Cao’s words (2013),
teachers’ innovative teaching and students’ innovative learning.
Mobile-assisted language learning (MALL) is a well-known
approach that uses mobile devices in order to facilitate that learning. At first,
the term MALL was introduced by the approach Computer-Assisted
Language Learning (CALL), which uses applications, online blogs and vlogs
(video blogs), virtual learning environments and online courses to enhance
languages skills and learning results (Gafni et al., 2017). Then, MALL
established thanks to the widespread development of mobile devices.
It provides language learning solutions thanks to the highly-interactive
ubiquitous and user-convenient portable environments (Miraz and Ali, 2018).
Since mobile devices became a fundamental part of most humans, this

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approach is used in the field of foreign
language learning.
According to Miraz and Ali (2018), it is a cheaper and convenient
alternative to actually being able to spend the time (...) where the language
is naturally spoken. Also, it provides appropriate learning contents where
learners can access the content at any time they want and they can seek
help any time they want (Radin, 2017). Moreover, it provides solutions to
the problem of improving lexical knowledge (Gürkan, 2018).
Mobile applications in the educational context are recognized because of
their benefits. Gafni et al., (2017) claimed that MALL is an attractive and
dynamic process, which increases motivation and encourages students to
study.
The purpose of integrating virtual platforms is not to be proficient in
their use, but to reach the learning objectives through those tools (Radin,
2017). If learners and teachers get to know this difference it will be easier to
achieve the correct use of foreign languages, because a virtual platform is a
useful tool as the ruler is to the architect.

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The Computer-
Assisted Language Learning (CALL) approach uses computers in
teaching and learning a language. According to Gafni, Achituv and
Rachmani (2017), the term CALL established in language education in the
early 1980s. At first, this approach was limited to desktop computers with a
few basic mechanical software programs. However, this field has grown to
include applications, online blogs, and vlogs (video blogs), virtual learning
environments, online courses, and more. Hence, it has already been
acknowledged and established, to a great extent, as a supportive and
productive way of learning that adds to the learning process (Mishou, 2017).
CALL is a useful approach to cover the needs of students and teachers.
As technology is an integral part in this modern society, CALL in the
language classroom enables active learning and teaching, because learners
receive a meaningful feedback and tutoring guides, while teachers gain
knowledge about a variety of sources that are flexible and convenient in
order to enhance their academic responsibilities. Therefore, this approach
permits the understanding of the virtual platform Memrise.
Synthesis of the State of the Art

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From the review of the
different literature and studies both foreign and local presented shows
relation with the present study. These insights gathered from previous
writings and studies reviewed are found to be related and helpful to the
present study. They were accounted for the inputs, similarities and
differences. Oxford and Scarcella affirmed vocabulary as one of the most
important components of a language upon which effective communication
relies. From their perspective, vocabulary enables meaningful knowledge
about how to communicate and the best way to do it.
González, Ramírez and Villota stated that it is necessary to
generate ways of training in which it is possible to acquire the knowledge
supported by technological tools, which in turn motivate students to
continue
with the process on their own. Mobile applications in the educational
context are recognized because of their benefits. Gafni claimed that MALL is
an attractive and dynamic process, which increases motivation and
encourages students to study. The purpose of integrating virtual platforms is
not to be proficient in their use, but to reach the learning objectives through
those tools.
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The reviewed literature focused
on the same topic of the integration of a mobile language application and on
the effectiveness of using a mobile application as a tool in teaching.
Research Gap
Having synthesized the studies, there is no one from among studies
mentioned is similar with the same study.
NOTES
1 Memrise Definition
https://en.m.wikipedia.org/wiki/Memrise
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2 Eldow, A., Shakir, M.,
Abdullah, M. Y., and Malik, S. I. (2017). Using information communication
technology as a teaching tool
3 Gafni, R., Achituv, D. B., and Rachmani, J. (2017). Learning Foreign
Languages Using Mobile Applications. Journal of Information Technology
Education
4 González, H., Villota, J. and Medina, P. (2017). Strategies used by
professors through virtual educational platforms in face-to-face classes
5 González, H., Ramírez, A. and Villota, J. (2019). Integrating technology In
the improvement and motivation of learning english as a foreign language.
6 Gürkan, S. (2018). The Effects of a Mobile Assisted Vocabulary Learning
Application on Vocabulary Learning.
7 Kocaman, O., Yıldız, M. and Kamaz, B. (2018). Use of Vocabulary Learning
Strategies
8 Miraz, S. and Ali, M. (2018). Mobile Assisted Language Learning (MALL) –
A Brief Survey.
9 Siemens, G. (2005). Connectivism: A learning theory for the digital age.

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International Journal of
Instructional Technology and Distance Learning, 2(1), 3-10.
10 Social Constructivism: Lev Vygotsky's Theory
https://courses.lumenlearning.com/edpsy/chapter/social-constructivism-
vygotskys-theory/
CHAPTER II
RESEARCH METHODOLOGY
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This chapter
presents research method, data gathering procedure, sources of data in this
research, administration and retrieval of questionnaire,
documentary analysis, and statistical treatment used in the analysis and
interpretation of data.
Research Method
The two research methods used in this study were the historical
and the descriptive survey method.
Historical method. Historical research is a meaningful record of
man‟s achievement. It is not merely a list of chronological vents u a truthful
integrated account of the relationship between persons, events, time, and
places.In the words of Allan Nevins (1938, pp.22-23) history may be defined
as “an integrated narrative or description of past events or facts, written in a
spirit of critical inquiry, for the whole truth”. History differs in method from
the natural sciences. Instead of the direct observations used in science the
historian usually must depend on the observation of others. Therefore, the
historical method involves “ a procedure supplementary to observation, a
process by which the historian seeks to test the truthfulness of the reports
of observations made by others” (Good: 1959 p.177). According to Sukhia et

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al, (1974 p. 192). “Historical
approach to the study of any subject denotes an effort to recount some
aspect of past life.” So historical method is an attempt to narrate an
accurate account of some aspect of life and its scientific analysis n
presentation. The process involves investigating, recording analysing and
interpreting the events of the past for the purpose of discovering
generalizations that are helpful in understanding the past, understanding the
present, and to a limited extent, in anticipating the future” (Best: 1977,
p.15. historical research is “the application of the scientific method of inquiry
to historical problems”(Sindhu: 1985, p.94) Historical method being a
scientific one, a historical researcher has to pass through stages similar to
those of an experimental research worker, such as stating and delimiting the
problem, and selecting the sources. There are three major steps in historical
research. They are: a) Collection of data through primary and secondary
sources; b) Criticism of the data including the external examination; c)
Composition exposition and interpretation he pre-requisite of research is the
collection of adequate , accurate, and reliable facts about the problem under
investigation. The success of research depends on the validity of the
information that is collected. Therefore the selection of suitable instruments
for collecting relevant data is important.

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Descriptive survey method is a
methodology that is not exclusive to market researchers but one that can
apply to a variety of research methods used in healthcare, psychology, and
education. At its core, descriptive research seeks to describe the
characteristics or behavior of an audience. While it‟s not grounded in
statistics, and usually leans towards more qualitative methods, it can include
quantifiable data as well. The purpose of descriptive research is ,of course to
describe, as well as explain, or validate some hypothesis or objective when it
comes to a specific group of people. The process of descriptive research
goes beyond mere gathering and tabulation of data. It involves the element,
analysis, and interpretation of meaning or significance of what is described.
Thus, description is often combined with comparison and contrast involving
measurement, classification, interpretation and evaluation. As a historical
and descriptive research, this seeks to present in detail the kind of human
development program the beneficiaries of Fatima Center are benefitting
from with due consideration of the indicators presented in the four basic
dimension of human growth. After the analysis of the data, tabular
presentations are used to interpret the result, which is followed y the
summary, findings conclusions and recommendations.

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Respondents
The researchers consider ten instructors/teachers of University of
Saint Anthony to answer the survey questionnaire as the purpose of this
study.
Data Gathering Procedure
The procedures used in his research were the survey
questionnaire observation documentary analysis, and interview which the
researcher had developed taken from a valid resources.
Survey Questionnaire
Survey questionnaire will be made out from this component and
will be analyzed after conducting the survey.
The primary tool used in this research was a survey
questionnaire.
Preparation of the Questionnaire. The preparation of the set of
questions was based from random questions such as; respondents personal
data and their interpretation on integrating Memrise as a tool in teaching
which are evident and useful to the study.
Validation of the Questionnaire. The survey questionnaire was distributed
to the instructor for validation purposes and other professional help.

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Administration and Retrieval of the Questionnaire. The researchers
personally administered the questionnaire to the respondents and retrieved
the accomplished questionnaire after it was answered.
Documentary Analysis. The survey questionnaire was tallied and
interpreted by the researchers. The interpretation served as findings at the
same time, the basis for coming up with conclusions and recommendations.
Statistical Treatment of the Data
After collecting the information taken from the data – gathering process, the
responses were grouped and tabulated according to different variables
included in the research. The data gathered were presented quantitatively
with the use of statistical procedures specified below.
Frequency Count. This is totally the answers of perceptions of the
respondents and determines the percentages of response.
Percentage Technique. In order to determine the respondents profile this
nominal data was used consisted of the raw counts of the frequencies of
occurrence of the characteristics under consideration. Ordinary
data/treatment was based on the frequency through the percentage
formula.
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The formula is:
P=
where: P = Percentage
N = Total Number of Respondents
F = Frequency
Weighted Mean. Weighted mean was utilized in order to quantify the data
and make the interpretation more objectively. The formula is:
WM =
Where: WM = Weighted Mean
TWF = Total Weighted Mean
N = Number of Respondents
Likert –Type Scale was used to interpret the weighted man for each
variable. To qualify the weighted mean of each datum, the rating scale
below served as a guide.

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Effectiveness of Using Memrise in Language Teaching
Scale Interval Scale Verbal Interpretation
5 4.10-5.0 Strongly Agree/Very Effective
4 3.10-4.9 Agree/Effective
3 2.10-3.9 Neither Disagree or Agree/ Moderately
Effective
2 1.10-2.9 Disagree/Slightly Effective
1 1.0-1.9 Strongly Disagree/ Not Effective
How effective is the use of Memrise app inside the classroom
as a tool in teaching
Scale Interval Verbal Interpretation
4 4:00-5:00 Excellent/ Very
Effective
3 3:00-3.99 Satisfactory/ Effective
2 2:00-2.99 Fair/Slightly Effective

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1 1.0- 1.99
Unsatisfactory/ Not Effective
Notes
1. Sevilla, et, al., (2002) Research Methods (Manila: Rex Bookstore) p.
182-183
2. Aquino, G., and Garcia, L., (2005) Fundamentals of Measurement
and
Evaluation, (Manila: National Bookstore Publication House) p.23
3. Sta. Maria, A., et al., (2003) General Statistics (Quezon City: National
Bookstore, Inc.) p. 51
4. Aquino, G., and Garcia, L., (2005) Fundamentals of Measurement
and
Evaluation, (Manila: National Bookstore Publication House) p.23

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Chapter 3
“The Integration of Memrise Application as a Tool in teaching: “An
Assessment”
This chapter deals with the analysis, interpretation and implication of the
data gathered in response to the specific questions. To present the data
gathered through questionnaire, observations and interview, the
researchers tabulated the results, analyzes, interprets and relates also in
other studies, literatures and articles.
Table 1
The effectiveness of using Memrise application in language teaching.
INDICATORS WEIGHTED VERBAL RANKING

MEAN INTERPRETATION
1. Memrise is highly effective as an
instructional resource/as an 3.4 Neutral 5
instructional tool.
2. Memrise is a great application to
enrich students vocabulary in a 4.2 Agree 2
fun learning experience.
3. Memrise is the most acceptable
application for students to 4.8 Agree 1
possess a rich vocabulary in
foreign language especially in
English.
4. Smartphones can be utilized in
language learning. It is 3.6 Neutral 4
presumed as the effective way to
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possess an extensive vocabulary
for the students.
5. Applying the application, it
offers a different atmosphere in 3.8 Neutral 3
the learning process. Additional
advantages are quicker to
access, easy to use, and flexible.
AVERAGE WEIGHTED MEAN: 3.96 Effective
Table 1 represents the features of Memrise App. It was identified by the

researchers based on the application as they used and observed it. According to the
respondent’s response that “Memrise is the most acceptable application for students to
possess a rich vocabulary in foreign language especially in English” ranked first, having
4.8 weighted mean, the “Memrise is a great application to enrich students vocabulary in
a fun learning experience” ranked second with the weighted mean of 4.2 while it says
neutral that “it offers a different atmosphere in the learning process. Additional
advantages are quicker to access, easy to use, and flexible” corresponding to the
weighted mean of 3.8. The feature “Smartphones can be utilized in language learning.
It is presumed as the effective way to possess an extensive vocabulary for the
students”, ranked fourth with a weighted mean of 3.6 and it says that Memrise is highly
effective as an instructional resource/as an instructional tool with a weighted average of
3.4.
The feature on the third row ranked first and was effective application for
students to possess a rich vocabulary in foreign language especially in English. It is
actually the easiest and convenient way to learn different language with the application.
The fourth feature says “Smartphones can be utilized in language learning. It is
presumed as the effective way to possess an extensive vocabulary for the students”
concludes that Memrise application gives more chances to students and teachers learn
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vocabulary and language anywhere as long as
they have their portable device which is their cellphones, and or tablet. Compared to a
dictionary, books and other English Language references, the Memrise application
summarizes language and vocabulary enhancement that a student and teachers can
have in an instant.
Table 2
How effective is the use of Memrise app inside the classroom as a tool in
teaching based on the following criteria:
Criteria WEIGHTED VERBAL RANKING

MEAN INTERPRETATION
1. Do you consider using the mobile Satisfactory

app in learning a language 4.4 1
important and suitable to use?
2. What can you say about the use of
memrise app as a tool in teaching: a 3.6 Average 3
language learning, grammar,
pronunciation and meaning?
3. Is mobile learning can be used to
overcome the challenges most 3.2 Average 4
developing countries face when it
comes to lack of resources in
schools?
4. What can you say about the use of
mobile application on improving 3 Satisfactory 5
students learning in English
language?
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5. What can you say about employing
memrise to the students beyond 3.8 Average 2
school times for them to become
more interested to study inside the
classroom?
`
AVERAGE WEIGHTED MEAN: 3.6 Effective

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GASGAS &
VARGAS
TABLE OF Iriga City
CONTENTS
FORE
WORD
BACKGROUND OF THE
APPLICATION
HOW TO
USE
THE
FEATURES
REFERENCE
S
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FOREWOR
D
21st century is the century of mobile apps, new trends, technologies, &
digitization that will make a drastic change in education sector. The widespread access
to the internet has started a new era of digitization in every field. The fast and easy
accessibility of the internet has made it possible to reach out from the most developed
region to the remotest regions in the world with the same information.
Due to this, it’s now easy to access social sites or entertainment sites or news
sites. There is a unified platform for every field which can be accessed by anyone in the
world.
Education has also seen a lot of changes in the past few decades with the start
of digitization. Education apps have been developed to encourage students of all ages
to learn and explore more in the field and generate more interest to make learning fun.
The eLearning industry has grown exponentially in the last two decades and it
continues to grow with better accessibility and improved education apps that cater to the
requirements of students of all age groups. While many of these educational mobile
apps provide paid services others are free and thrive mostly on the ads that are disp
layed there.
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BACKGROUND OF THE
APPLICATION
Memrise was founded by Ed Cooke, a Grand Master of Memory, and Greg
Detre, a Princeton neuroscientist specializing in the science of memory and forgetting.
The website launched in private beta after winning the Princeton Entrepreneurship Club
2009 TigerLaunch competition.
On 1 October 2012, 100 users were allowed to sign up to test a non-beta version
of the website called Memrise 1.0. As of May 2013, a Memrise app has been available
for download on both the App Store (iOS) and Google Play.
As of January 2020, the app received $21.8 million of investments in a total of 7

seed rounds. Memrise is funded by 12 investors: Korelya Capital, Balderton
Capital, Avalon Ventures, Octopus Ventures, Future Fifty, and others.
Starting in late February 2019, Memrise has been the subject of much recent
criticism due to an announcement that user-created content will be moving to a different
web-based platform. It was announced that this new website would not have an app
and that users would be unable to access their material offline. In response, the
Memrise forums were bombarded with posts criticizing this as a slap in the face to
Memrise's users and content-creators.
In late September 2012, the leaderboard on the website was temporarily

suspended due to "extensive cheating". Specific users had been using bots and non-
intensive mechanisms, such as celebrity photo memory courses, to achieve atypical
scores that were not reflective of actual learning. In response, the administrators
established a new leaderboard after revising the scoring loopholes.
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HOW TO
USE
1. Create an account. Go to memrise.com and

choose a username or sign in with Facebook.
2. Choose a course. In the language section of

the site alone there are courses in over 200
languages available, including invented
languages like Elvish and Klingon. The course
screen should roughly indicate how many
hours it will take to complete. A course may be
divided into levels so it is easier to manage. To choose a course, click to the 'Browse'
button at the top of the site. You can then sort through courses by language or popularity
or search for keywords. Once you've found a great course (or three), click on 'Start
Learning'!
3. 'Grow' your vocabulary. Memrise uses a garden as a

metaphor for memory. When you start learning a
course, the vocabulary items will be planted as 'seeds'.
As you are tested on them through typing and multiple
choice tests, they be transferred from your 'greenhouse'
(short term memory) into your 'garden' (long term memory).
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4. 'Water' your vocabulary. Once an

item of vocabulary is in your long term
memory, it will need to be watered
(tested on) periodically. If you get the
answer right in the test, you won't
need to water it again very soon, and
vice versa. Growing and watering
items and creating mems will
give you a certain number of
points each time.
5. Use and create 'mems'.

According to Memrise, "A
mem is anything that helps
you create a connection
between a word and its meaning. Often colloquially called “educational memes”, a
mem could really be a photo, GIF, mnemonic, video, cartoon, example sentence,
etymology or even a witty remark. The
only end goal of a mem is to enrich
your learning by helping you commit
something to long term memory in an
enjoyable, vivid way." Look at mems
other people have made to help you
remember something; rate mems or
make your own to help other people
remember things too!
6. Create your own courses. If there isn't one that suits your needs, or you want to
make a course based on what you personally find difficult, create your own! You
can make your course unlisted, so just you can see it, or public and share it with
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the world. Just click on the 'Create'
button at the topCOLLEGE OF TEACHER
of the website. EDUCATION
Be social. Get to know other users on the
forums. Fill out your profile with a picture and a short bio.
7. Leave comments on the courses you study with any questions you might have,
errors you spotted or simply to say how much you liked it. Once you've 'followed'
another user, you can see their activity on your Leaderboard. Engage with the
community to improve everyone's learning experience.
FEATUR
ES
Memrise features an immense option for learners. From popular foreign
languages like French and Arabic to rarely taught tongues like Polish and Mongolian to
some challenging languages, such as Cantonese and Persian, you have all the choices
at your fingertips. You can also learn Spanish dialects, for example, Mexican or the one
from Spain, or learn Russian Cyrillic or one of the artificial and sign languages. If we
merge official and community-driven courses, it would be more than 200 language
courses in dozens of different tongues.
Memrise offers lessons on Bahasa, Dutch, English, Korean, Chinese, Thai,

Finnish, Japanese, Turkish, Vietnamese, Nordic languages, among many others.The
list is endless, and many are in development, too. Whatever you need, the chances are
you will find one on Memrise.
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Types of activities
When you start a program on Memrise, you get introduced to new words: their
spelling, definition, pronunciation, and/or translation into your native language.
The practice of new vocabulary includes the following types of exercises: match
the word to the correct translation and interpretation or vice versa; spell the words (you
can use the keyboard or a smaller set of letters provided by the app); matching the
terms to the correct pronunciation.
There is an activity for learning new vocabulary and one for revising what you’ve
acquired. Memrise uses spaced repetition for language learning through daily lessons
and quizzes. It means that the app regularly brings words up for revision.
If you keep making mistakes on a word or phrase, it will keep coming up for
revision again and again. But if you make it all correct, you will see it less often. It allows
you to concentrate more on the trickier words. Other activities include speed review,
challenging words, pronunciation practice, listening skills through audio and video, learn
with the locals, voice-enabled speaking practice, grammar.
Apart from the speed review, these are available in the paid version. Not all the
activities are available on all courses. You can choose how many words you want to
learn or revise in one go. It tracks your progress and gathers some learning statistics
(although most are only available in the pro version). You can also set daily goals and
reminders to track your progress.
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REFERENC
ES
1. "Memrise". Crunchbase. Retrieved 10 April 2020.
2. Jump up to:a b Shellenbarger, Sue. "Flashcards Get Smarter So You Can,
Too". WSJ. Retrieved 24 April 2020.
3. Jump up to:a b "Memrise". Crunchbase. Retrieved 2020-04-12.
4. "Learn Languages, Grammar & Vocabulary with Memrise - Apps on Google
Play". 2018-12-27. Archived from the originalon 2018-12-27. Retrieved 2020-04-
24.
5. "Memrise raises $15.5M as its AI-based language-learning app passes 35M
users".
6. "The Entrepreneur: Ed Cooke, Memrise". Startups.co.uk. Retrieved 2020-04-12.
7. "Learn Languages with Memrise". App Store. Retrieved 2020-04-24.
8. "Learn Languages with Memrise - Spanish, French - Apps on Google
Play". play.google.com. Retrieved 2020-04-12.
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UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

COLLEGE OF TEACHER EDUCATION

THE INTEGRATION OF MEMRISE AS A TOOL IN TEACHING:

Keywords: Memrise, Technology, Virtual Platform and English/Foreign

The study aimed to determine the effect of integrating the virtual

platform Memrise as a teaching tool. Specifically, it sought to answer the

teaching vocabulary through Memrise? 2.) Do they consider the use of

Memrise as a tool in teaching a language, pronunciation and grammar? 3.)

How effective is Memrise in improving vocabulary performance? 4.) Is

Memrise highly effective as an instructional tool?

Descriptive method and Historical method with the questionnaire as

the major instrument to gather data, observation, documentary analysis and

yielded the following findings; Memrise is a great application to enrich the

students vocabulary in a fun learning experience. It offers a different

instructional tool in teaching. The conclusion is that the effect of integrating

the Memrise application as a teaching tool for English vocabulary is effective.

Every language around the world is made up by words. Historically

tongue or a second one. Oxford and Scarcella, (1994) affirmed that

researchers consider vocabulary as one of the most important components of

a language upon which effective communication relies. From their perspective,

vocabulary enables meaningful knowledge about how to communicate and the

best way to do it.

COLLEGE OF TEACHER EDUCATION

Memrise is an online self-study programme which I had used myself

of use. Created by researchers in psychology and languages, the programme

is designed to build up long-term memory of vocabulary through systematic

and frequent testing of vocabulary items.

Memrise utilises an algorithmic review system whereby students

must revisit words repeatedly but at a particular scheduled time, with

fade. Particular focus is given to words that individual students continually

forget, encouraging focussed effort in weaker areas of their memory. Memrise’

design might assist in establishing long-term memories of words for the

use of smartphones in students’ free time suggested that Memrise might be

particularly compatible with student habits.

COLLEGE OF TEACHER EDUCATION

integration of a virtual platform as support of the English class.

In the modern world, the English language has become an essential

requirement in the educational, professional and social fields; it brings people

in the field of education thanks to its positive outcomes. Educational

that permit a productive learning.

In this context, virtual platforms appear as important tools in the

educational environment, mostly in the learning of a foreign language. These

technological instruments provide access to the entire information of the world

and complement the traditional education, in order to go beyond the

requirements of survival. Thus, virtual platforms should be considered as a

notable element that furnishes human language and social development.

In the technological era, there are diverse tools for learning a

language, one of these is the virtual platform Memrise created in 2010; it

includes different strategies to enhance vocabulary in the long-term memory.

COLLEGE OF TEACHER EDUCATION

Google Play award in 2017 for the best languages application.

Accordingly, this research is important in terms of exploring the effects of

using virtual tools such as Memrise in a course of foreign languages.

Vocabulary learning strategies refers to the knowledge about the

mechanisms (processes, strategies) used in order to learn vocabulary as well

(d) to use them in oral or written mode.

This study shows how technology has brought a massive change to

humanity and it also shows that the integration of technology in a language

teaching process can lead to a successful learning process by using virtual

Thus, vocabulary learning strategies are created and used by

teachers according to the needs of their students, in order to improve their