App-Solutely Motivated! EFL Vocabulary Learning in the Digital Age : “Memrise” and Learner Motivation through the Lens of SLA Theories

Abstract

This study examines the impact of the Mobile-Assisted Language Learning (MALL) application, Memrise, on the vocabulary learning motivation of English as a Foreign Language (EFL) learners and interprets the findings of the study based on Second Langugae Acquisition (SLA) theories to bridge the gap between theory and practice. Within this context, first, the related terms, concepts, and theories are clarified by referring to the related literature. Then, a synthesis of empirical studies between the years of 2016-2023 is presented through narrative review methodology. Thematic analysis is employed for data analysis. The results of the study reveal that through its gamified nature, competitive elements, mnemonics, audio-visual aids, and systematic repetition, Memrise increases learner motivation and engagement, promotes self-regulated learning, facilitates peer cooperation, aids in long-term vocabulary retention, and helps learners to master memorization and pronunciation. These results align with various SLA theories ranging from Comprehensible Input Hypothesis to Usage-Based Theory, which collectively explains how Memrise enhances motivation, engagement, and vocabulary retention. Nonetheless, specific constraints regarding the use of Memrise, such as technology accessibility challenges and variations in learning effectiveness in different learning contexts, are acknowledged, as well, indicating that Memrise should be used as a supplementary tool for blended learning rather than a standalone replacement for traditional instruction.

Keywords

• English as a foreign language; Mobile-Assisted Language Learning(MALL)
• Memrise
• vocabulary learning
• motivation
• SLA theories

App-Solutely Motivated! Dijital Çağda Yabancı Dil Olarak İngilizce Kelime Öğrenimi: İkinci Dil Edinimi Teorileri Merceğinden “Memrise” ve Öğrenci Motivasyonu

Öz

Bu çalışma, Mobil Destekli Dil Öğrenimi (MALL) uygulaması Memrise'ın Yabancı Dil olarak İngilizce (EFL) öğrenenlerin kelime öğrenme motivasyonu üzerindeki etkisini incelemekte ve çalışmanın bulgularını teori ve uygulama arasındaki boşluğu doldurmak için İkinci Dil Edinimi (SLA) teorilerine dayanarak yorumlamaktadır. Bu bağlamda, öncelikle ilgili terimler, kavramlar ve teoriler, ilgili literatüre atıfta bulunularak açıklığa kavuşturulmaktadır. Ardından, 2016-2023 yılları arasındaki ampirik çalışmaların bir sentezi, anlatı incelemesi metodolojisi aracılığıyla sunulmuştur. Veri analizi için tematik analiz kullanılmıştır. Çalışmanın sonuçları, Memrise'ın oyunlaştırılmış doğası, rekabetçi unsurları, anımsatıcıları, görsel-işitsel yardımcıları ve sistematik tekrarı sayesinde öğrenen motivasyonunu ve katılımını artırdığını, öz-düzenlemeli öğrenmeyi teşvik ettiğini, akran işbirliğini kolaylaştırdığını, uzun süreli kelime dağarcığının korunmansına ve öğrenenlerin ezberleme ve telaffuzda ustalaşmalarına yardımcı olduğunu ortaya koymaktadır. Bu sonuçlar, Comprehensible Input Hypothesis’den Usage-Based Theory’e kadar, Memrise'ın motivasyonu, katılımı ve kelime dağarcığını nasıl geliştirdiğini toplu olarak açıklayan çeşitli SLA teorileriyle uyumludur. Bununla birlikte, teknolojiye erişilebilirlik zorlukları ve farklı öğrenme bağlamlarında öğrenme etkinliğindeki farklılıklar gibi Memrise'ın kullanımına ilişkin belirli kısıtlamalar da kabul edilmekte ve Memrise'ın geleneksel öğretimin yerini almaktan ziyade harmanlanmış öğrenme için tamamlayıcı bir araç olarak kullanılması gerektiğini göstermektedir.

Anahtar Kelimeler

• Yabancı dil olarak İngilizce; Mobil Destekli Dil Öğrenimi (MALL)
• Memrise
• kelime öğrenme
• motivasyon
• İkinci Dil Edinimi Teorileri

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