Integrating the Virtual Platform Memrise As a Teaching Tool For

INTEGRATING THE VIRTUAL PLATFORM MEMRISE AS A TEACHING TOOL FOR

ENGLISH VOCABULARY IN FOREIGN LANGUAGE STUDENTS OF SECOND SEMESTER

AT SANTIAGO DE CALI UNIVERSITY

Mayra Alexandra Idarraga Michelle Rodríguez Villaquiran

Universidad Santiago de Cali Education Faculty Bachelor Degree in Foreign Languages Cali, Colombia 2018

INTEGRATING THE VIRTUAL PLATFORM MEMRISE AS A TEACHING TOOL FOR

ENGLISH VOCABULARY IN FOREIGN LANGUAGE STUDENTS OF SECOND SEMESTER

AT SANTIAGO DE CALI UNIVERSITY

Mayra Alexandra Idarraga

Michelle Rodríguez Villaquiran

Director

Mg. Heriberto González Valencia

Line of Research

Innovation, Didactics, and Technology

Universidad Santiago de Cali

Education Faculty

Bachelor Degree in Foreign Languages

Cali-Valle del Cauca

2018

Table of Contents Page.

INTRODUCTION 6

1.1 BACKGROUND RESEARCH 10

1.2 JUSTIFICATION 15

1.3 PURPOSE OF THE RESEARCH 18

1.4. OBJECTIVES 19

1.4.1 General Objective 19

1.4.2 Specific Objectives 19

1.5 RESEARCH QUESTION 19

1.6 RESEARCH RELEVANCE 20

1.7 RESEARCH LIMITATIONS 21

1.8 IMPORTANT CONCEPTS 22

2. REFERENCE FRAMEWORK 25

2.1 Contextual Framework 25

2.2 Theoretical framework 27

2.2.1 Vocabulary 28

2.2.2 Vocabulary Learning Strategies (VLS) 29

2.2.3 CALL 31

2.2.4 MALL 32

2.2.5 Autonomous learning 34

2.2.6 Constructivism 36

2.2.7 Student-Centered Learning 37

2.2.8 Memrise 39

2.2.9 Spacing effect 41

2.2.10 Testing Effect 42

2.2.11The Information Age 44

2.2.12 ICT 45

2.2.13 WEB 2.0 46

3. METHODOLOGY 47

3.1 Methodology type and approach 47

3.2 Procedure 48

3.3 Instrumentation 50

3.3.1 Instrument #1 51

3.3.2 Instrument #2 52

3.3.3 Instrument #3 53

3.3.4 Instrument #4 54

3.3.5 Instrument #5 55

3.4 Participants 56

3.5 Chronogram 58

Figure 8: Research Schedule 58

4. DISCUSSION 59

4.1 Tests 59

4.2 Results 60

5. CONCLUSION 71

5.1 Recommendations 74

6. BIBLIOGRAPHY 76

INTRODUCTION

In the modern world, the English language has become an essential requirement in the educational, professional and social field; it brings people more opportunities and it nourishes the spirit. In Colombia, English has a significant effect in the field of education due to its positive outcomes; therefore, Colombian educational institutes are always looking for different advancements and developments systems that permit a productive learning.

In this context, virtual platforms appear as important tools in the educational environment mostly in the acquisition of a foreign language; these technological instruments provide access to the world's entire information 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 the human language and social development.

This paper explains how technology has brought a massive change to humanity and illustrates many elements involved in it to know that the integration of technology in a language teaching process can carry a successful learning process by using virtual platforms. In the program of foreign languages at the Santiago de Cali University, some students lack English vocabulary because of not being in a foreign context, not studying at home or because they do not use any alternative tool to improve this situation.

It suggests that foreign languages students’ have a lack of knowledge about the technological systems that provides today´s world, it also suggests that learners are not interested in having an

7 autonomous learning. Therefore, this study proposes and applies a popular virtual platform as support of an English class to know if it is effective or not.

In the technological era, there are diverse tools for learning a language, one of these, is the virtual platform Memrise which was created in 2010, and manages different strategies to enhance the vocabulary in the long-term memory. This learning platform is able in mobile and web versions, also, it won the Google Play award in 2017 for the best languages application.

Accordingly, this research is important in terms of investigating the effects of using virtual tools such as Memrise, in a course of foreign languages. Moreover, this paper shows the need of learning vocabulary, language theories and other concepts related to learning. Additionally, this research uses a quantitative analysis which develops the research hypothesis that aims to better understand the results measurement.

The study was conducted in Cali, Colombia at Santiago de Cali University for students of the second semester of foreign languages, in the 2018B period. During this period, the virtual platform Memrise was integrated as a teaching tool to learners in order to practice the vocabulary concerning the English class in their free times. This was done to examine how Memrise impacts the vocabulary learning.

Hence, the research precedes four objectives in its procedure; to apply, to create, to implement and to measure. First, it was necessary to apply a pre-test and a post-test to measure the students’ knowledge before and after the use of the platform, and so to be able to know the

8 effect that Memrise had on learners academic performance, later, it was created the content based on the English course demands while the platform Memrise was implemented. Consequently, the impact of research analyzed and measure, with the post-test and the database of Memrise.

RESUMEN

Este estudio muestra el efecto de la integración de la plataforma virtual Memrise como herramienta de enseñanza del vocabulario del Inglés en un salón de segundo semestre de

Lenguas extranjeras en la Universidad Santiago de Cali. Este estudio se desarrolló siguiendo una metodología cuantitativa, donde los datos se obtuvieron a partir de tres bases fundamentales: un pre-test, donde se evidenció el conocimiento previo de los estudiantes sobre los temas a tratar; la base de datos facilitada por la plataforma Memrise, donde fue posible ver el progreso de los estudiantes, y un post-test, donde los estudiantes obtuvieron mejores resultados, demostrando la efectividad de la plataforma Memrise.

Palabras Clave: Vocabulario, Memrise, CALL & MALL, Spacing Effect, Testing Effect.

ABSTRACT:

This study shows the effect of the integration of the virtual platform Memrise as a teaching tool for English vocabulary in foreign language students of second semester at Santiago de Cali

University. It was developed following a quantitative methodology, where the results were obtained from three principles: a pre-test, that evidenced the students’ previous knowledge about the subjects involved; the data given by Memrise’s data base which allowed us to see the students’ progress, and a post-test where students obtained better results, demonstrating the effectiveness of Memrise.

Key Words: Vocabulary, Memrise, CALL & MALL, Spacing Effect, Testing Effect

1.1 BACKGROUND RESEARCH

In a world connected by the Internet, national borders are broken and the need to communicate arises through the use of technology which is the main way that allows it to happen. Nowadays, there is a big apogee from people towards technology because it facilitates the requirements of every day. Technologies promote not only the worldwide basic information but also encourage many people to continue improving and enlarging information and knowledge, staying informed of the latest advances (Sevillano, 2004).

(Valencia, Enriquez, & Agredo, 2017) stated that “the integration of different and varied forms of technological tools in academia allows teaching and learning processes to become meaningful experiences for students in any field”. Because of this and because of the continuous technological development, several universities around the world have seen the need to incorporate pedagogical strategies that include technologies as the virtual platforms within their curricula and to be in constant updating and training of educational personnel to guarantee the good use and performance of it. In this way, the subsequent researches are related with the use of virtual platforms to enhance students’ foreign languages level.

1. TITLE: Strategies Used by Professors through Virtual Educational Platforms in

Face-To Face Classes: A View from the Chamilo Platform.

AUTHORS: Heriberto Valencia, Jackeline Enriquez, & Patricia Agredo.

YEAR: 2017

It is a descriptive study where the researchers qualified the strategies used by two professors in the implementation of the virtual platform Chamilo at the Santiago de Cali University. There, they stated that “The virtual educational platforms are functional elements that help to strength the processes of teaching and learning generating interest in the pedagogical practice of the professor”. Showing that the virtual educational platforms contribute to the evolution of the processes of learning and teaching, working as a tool to integrate a mixed learning with the traditional teaching and the virtual one.

This research revealed the importance of the integration of virtual platforms in the courses as a good option to enhance students’ knowledge, considering this, professors must build an attractive and motivational strategy to achieve a significant learning on students, and to develop their independent learning.

It is from there where emerges the need to integrate an attractive tool to conceive, to develop and to guarantee the quality of education regarding foreign languages, having into account that students from this major are preparing themselves to use the new language in any field, but mostly professionally. Thus, the process of learning with virtual tools must be well oriented to the acquisition of foreign languages.

2. TITLE: Free language-learning platform for boosting basic English sentence

structure among students of tenth grade at EGB veinticuatro de julio, santa elena.

Province of santa elena. school year 2015 – 2016.

AUTHORS: Yefferson Fernando Perugachi Garcia & Tatiana García Villao

YEAR: 2016

This research was focused on the implementation of new strategies such as the free language- learning platforms to improve English basic writing, and was evaluated in a qualitative and quantitative approach. Perugachi & Garcia (2016) used the virtual platform Duolingo to cover the lack of writing skills on the students at Veinticuatro de Julio School. The research demonstrated that this learning platform boosts a significant learning on students, because it provides different learning environments, different to the traditional ones.

In the educational context virtual platforms are certainly interactive tools where people can learn a variety of things at any time. As evidence, Perugachi & Garcia (2016) found out that the learners were more motivated with the use of Duolingo, which is a free language-learning platform to learn the English language, because this platform is a current trend that most of the learners tend to use.

In this point, it is important to highlight that if students improved their English performance at school with technological tools, virtual platforms in higher education students could be a

13 significant and interesting tool to strength their knowledge by the scope that technology has nowadays. Overall, this research supports the view that the integration of virtual platforms has multiple benefits because it provides a kind of interaction between students and teachers, and develops the autonomous work thanks to the feeling of identification that students have with technology.

3. TITLE: The Case for Using Duolingo as Part of the Language Classroom

Experience.

AUTHORS: Pilar Munday

YEAR: 2015

On the research made by Munday (2015) a virtual platform called Duolingo was used with the aim to behold if Duolingo could be used efficiently as part of a language course with the idea that students could practice anywhere and anytime their subject matter, adapting the materials to their level and needs to ideally complement and augment what is covered in class. Pilar Munday decided to complement the traditional college-level where Spanish was taught as the second language in two courses from levels A1 and B2 by using the platform.

After including the app as part of the courses, the results showed that “it promotes self-direct learning beyond the course requirements”. Besides, Munday determinated in her analysis that between 80% and 91% of the students found the platform Duolingo easy to use, 82% found it helpful, 80.4% enjoyed using it and 78.3% were satisfied with the app.

The platform used in the research mentioned previously has some similarities to the one we are going to use, both are adaptable to the level of the students, it is easy for students to have access either through their desktops or through their mobile phones, so there is no excuse to stop improving their language level, these platforms are accessible, and through them users can practice anywhere and anytime; one of the advantages of these platforms is that they have a free and a premium service, therefore, professors can access and create their own content to reinforce their students’ knowledge for free, also, both are focused mainly on the development of vocabulary which is essential for communication.

4. TITLE: The impact of using Memrise on student perceptions of learning Latin

vocabulary and on long-term memory of words.

AUTHORS: Louise Walker

YEAR: 2015

The study of Louise Walker in 2015 consisted in the application of the virtual platform

Memrise to teach Latin vocabulary on students who were studying for the OCR GCSE exams.

Walker integrated Memrise as a tool to those students which had a gap in Latin vocabulary, and she found out that the quantitative data strongly supported the superiority of Memrise as a way of learning Latin vocabulary, over the methods that students otherwise self-select (Walker, 2015).

In addition, it was possible to establish that if the virtual platform Memrise had success on those learners, it could be a good tool to integrate in a university where most of the students are in a constant contact with cellphones and computers. In fact, this portability can increase student’s exposure to learning a foreign language.

This study showed how important and easy is to learn Latin vocabulary to have better results on future exams that may require knowledge of a wider vocabulary. If those students improved the Latin vocabulary, no doubt, this virtual platform can offer a crucial development in an

English class, using an interactive method that works as support to the content of the classroom with the purpose of a quality education and improvement on students’ understanding skills.

1.2 JUSTIFICATION

At the Santiago de Cali University the program in Foreign Languages English-French has as one of its aims to fulfill its students’ professional profile through the development of skills in the management of technologies, also in the vision for 2019 from The Ministry of National

Education stated, the virtual platforms as one of the educational strategies to achieve a quality education (MEN, 2016). For these reasons, it is essential that current and future teachers of foreign languages prepare themselves to be integrated into a digital world that day by day

16 proposes new and effective teaching alternatives, which seek different strategies that favor the use of the foreign languages.

The integration of technology in higher education education is an essential tool in this 21st century, this globalized world requires a wide knowledge of virtual tools that help to obtain a continuous intellectual growth in a fast and efficient way. González (2016) said that Technology should be a complement to traditional education to achieve a complete learning. It is essential to encourage teachers to use the technologies to innovate, with significant educational tools that favor the enhancement of knowledge.

Nowadays the use of virtual platforms in cell phones and web versions has a great apogee in people around the world. According to (statista, 2018) Mobile apps are increasingly popular in everyday activities and the mobile internet usage is projected to increase nearly sevenfold between 2016 and 2021; its data in January 2018 stated that the globally mobile population amounted to 3.7 billion unique users. Most of the university students around the world tend to well-handle the technology because it is easy to access and it helps to learn about new things, work, and self-entertainment. The technology is not a simple modality, but it has become into way of life. (Sancho, 1994).

In the year 2017, the virtual platform Memrise received the Google Play award for the best virtual platform in language learning (Memrise, 2010) It contains a great variety of words and phrases that are designed to learn through games, chatbots, and videos with native speakers.

Memrise is a program which was created by researchers in psychology and languages, which is designed to build a long-term memory of vocabulary (Walker, 2015). It is important to mention that before choosing the subject of study for this thesis paper, the researchers used the virtual platform Memrise in an independent way for two years in order to improve English and French vocabulary, and its results were positive thanks to its accessibility to compensate limitations of class time.

One of the most common problems in the University Santiago de Cali faced by foreign languages students is the process of the vocabulary acquisition because the language environment is different from the languages they are learning. Occasionally, languages students feel frustration, when they do not understand the indications given by professors; impotence of not comprehending a reading because of its technical vocabulary; anxiety of not managing the ideas and a kind of apprehension of being laughed at. These feelings normally generate an environment with low participation in the language classes and do not allow students to improve their knowledge.

Vocabulary learning implies not only the mastery of linguistic elements but also the understanding of cultural phenomenon which facilitates a closeness to the language. Studies of native speakers vocabulary seem to suggest the second languages learners need to know a very large number of words while this may be useful in the long term, it is not an essential goal

(Nation, 2001). The learning of vocabulary and phrases is a vital benefit for language learners because it can cover a fluent standard conversation in a world with much intellectual competence.

From there, the motivation of this research is to look for the effectiveness of the virtual platform Memrise, as a teaching tool focused on the vocabulary of the English language, to have an experience that serves as an example for teachers interested in implementing new strategies of teaching vocabulary in their English class.

1.3 PURPOSE OF THE RESEARCH

With this research, we want to arise students and teachers consciousness about the importance of integrating a technological teaching and learning tools as strategies in which they can continue learning and reinforcing their previous knowledge through the use of internet focusing on specific contents and without space-time barriers, that allows students to keep learning and improving themselves, even out of the school.

We also noticed that in the process of learning a foreign language, grammar and vocabulary complement each other, how could we put into practice our grammar knowledge if we do not have vocabulary? And, how could we transmit correctly a message without applying grammar rules? We cannot ignore the fact that the continuous technological development is changing the way we live and so on the way we think and learn, as human beings, we are designed to evolve and to adapt ourselves to the changes.

1.4. OBJECTIVES

1.4.1 General Objective

To determine the effect of integrating the virtual platform Memrise as a teaching tool for

English vocabulary in foreign language students of the second semester at the Santiago de Cali

University.

1.4.2 Specific Objectives

 To apply a pre-test and post-test concerning the vocabulary of the units used in the

course.

 To create the contents in the virtual platform Memrise with the vocabulary given in

the respective units for the level.

 To implement the content in the virtual platform to the students.

 To analyze how Memrise influences students’ academic performance.

1.5 RESEARCH QUESTION

What is the effect of integrating the virtual platform Memrise as a teaching tool for English vocabulary in foreign language students of the second semester at the Santiago de Cali

University during the period 2018B?

1.6 RESEARCH RELEVANCE

Having into account our university context, we are aware that we are getting ready to perform in a professional environment, and not less important, we are going to be part of one of the crucial bases for social development; as future teachers that will be well educated or trained to share our knowledge properly, we need to learn how to teach in a society that is changing day by day, because it is a need to get used to the technological changes, and to know how to apply them in a classroom to benefit students vocabulary learning process. Vocabulary knowledge plays a crucial part in learning a language, in addition, it is an effective issue in achieving higher levels of proficiency in the target language, Boers and Lindstromberg, 2008 (As cited Nasrollahi

& Daneshfar, 2018). But, what happens when the people who are training us are not trained or being trained to evolve as well?

That is why the following research is an important subject to be done, to those teachers who want to innovate and transform the way of teaching, because it provides a wide view of the use of current technologies in education and the importance of vocabulary in language classrooms.

1.7 RESEARCH LIMITATIONS

Since the very beginning, we knew that time was going to be the biggest limitation for the development of this research because of different aspects such as:

1. The researchers work in the mornings.

2. Most of the students work around eight hours per day or less.

3. There are some academic and extra-curricular responsibilities to be done.

In addition, the research could find limitations on the lack of internet access which would be a big and negative aspect having into account that the use of the platform depends on it, even when the virtual platform is presented in two version (app and web) the App version does not work without internet connection.

Moreover, the use of other learning methods can affect the results knowing that not all students are going to feel comfortable with the virtual platform Memrise. Also, there is a possibility of finding students who do not know much about technology, therefore the use of

Memrise would represent an obstacle to them instead of being a means to achieve a significant learning.

1.8 IMPORTANT CONCEPTS

Technology: When talking about technology, it refers to everything that is new and helpful mostly for the human being. Historically the technological development started when the first humans discovered fire and learned how to use it on their favor; it is defined in various ways by different authors, therefore, it is essential to mention them.

Nowadays technology is divided into several branches, in a social context, it is the means that serves to the improvement of communication and to the treatment of the information. Therefore, technology is part of the daily activities for many people, and students are a population that keeps permanent contact with it. Villaseñor, 1998 (As cited in Valencia et al., 2017).

Vocabulary: It is an essential element of any language, and all language learners quite well comprehend that without enough vocabulary knowledge their communication will be incomplete

(Nasrollahi & Daneshfar, 2018) having into account that vocabulary skills allow students to have a full reading comprehension, clear writing, active listening, and clear and effective speaking (or use of sign language) (Dewey, 2016). Hence, when learning any language, the amount of vocabulary plays an important role on how much and how good listening and reading comprehension a person has, and on how much they can produce based on their vocabulary knowledge, even at the moment of speaking or writing.

(Barcroft, 2015) stated that eventually, it is also good to mention that there are many differences between the process of vocabulary learning on a first and a second language. At the

23 moment of learning a L2, learners do not need to learn concepts as in L1, but they relate the meanings of words based on their L1 knowledge. Last but not least, the vocabulary learning process can also be similar in both cases, for instance, both L1 and L2 can be acquired incidentally or coincidentally, which means that they can be learned on different contexts without following any instruction and back again as mentioned.

Encoding: Encode is a fancy word that makes reference to connect or associate information with some previous knowledge (Memrise, 2010).In the daily life the data is usually encoded, which means that it can be converted from one form to another, for example, associating images or videos with a written word, or with a specific sound. In the learning process, it is a strategy that promotes the acquisition of a new language; according to (Dempster, 1987) Encoding is a good strategy in producing vocabulary learning.

Spacing effect: The spacing effect refers to increased retention following learning instances that are spaced out in time compared with massed together in time (Slone & Sandhofer, 2017). In a like manner, (Vlach, Sandhofer, & Kornell, 2008) stated that the spacing effect describes the robust phenomenon whereby memory is enhanced when learning events are distributed, instead of being presented in succession.

Spaced study refers to the distributed practice in which a measurable amount of time or differing items are interjected into the study (Benjamin & Tullis, 2010).

Long-Term Memory: To mention the long-term memory, it is important to know the concept of memory at first. Memory is connected to learning, and the quality of knowledge depends on what kind of memory each person has, memory is divided into three stages, the first one is the sensorial memory, then we have the middle-term memory, and finally the long-term memory that refers to each person’s capabilities and habits. (Hill, 2013)

Memrise: It is a virtual platform which encourages the frequent testing items that allow users to train the memory by encoding vocabulary and taking the mistakes as a strategy for strengthening the learning, providing different reinforcements in the exact moment when the memory is deleting information. (Walker, 2015) stated that it is an online self-study program,

(…) which is designed to build up the long-term memory of vocabulary

Testing effect: It is a strategy in which calling information to mind subsequently enhances and boosts learning (Agarwal, Roediger, McDaniel, & McDermott, 2013). It means that through tests we do not only verify the quantity of our knowledge but also the quality of it, thus, it is possible to improve our weaknesses by focusing on them instead of on something we already know.

A test is the evaluation of a subject, it can be found in different areas. According to

(Roediger, Putnam, & Sumeracki, 2011) in education field, taking a test permits students to assess to what they know and what they do not know so that they can concentrate study efforts on areas in which their knowledge is deficient.

2. REFERENCE FRAMEWORK

2.1 Contextual Framework

In order to better understand this research it is important to present a contextual information to understand better the environment where the research took place in, in order to have a clearer and an appropriated view about the object of study.

This research took place at the Santiago de Cali University, is a corporation of civil services, private, common utility, non-profit, founded in 1958, with legal status granted by the Colombian

Ministry of Justice and recognized as a University by the Colombian Ministry of National

Education, with domicile in the city of Santiago de Cali, Department of Valle del Cauca,

Republic of Colombia.

More specifically, this university is located at the south of the city, in a neighborhood called

Pampalinda (5th street and 62nd Avenue), its socio-economic status variates. Its population comes from all the city and its surroundings thanks to the easy access given by public transportation and its strategic location.

A considerable aspect is the quality of education given at the university due to the demand of teachers with sufficient professional preparation to develop their role. It is also important to mention that the university counts with technological material available to students for the effective development of the activities that require this type of supports, including the opened access to Wi-Fi connection for those ones who prefer to carry with their own laptops.

Moreover, most of the classrooms have a video beam, a whiteboard, and air conditioning, all of these are conditions that definitely enable professors to innovate on the way they teach and to have good development of their classes as well. The institution is not indifferent to the principles of inclusion and multiculturalism, thus the teaching staff and the infrastructure of the university is being modified as well, to facilitate the access to quality education to the populations that require it.

Logo:

2.2 Theoretical framework

In order to determinate the effect of integrating the virtual platform Memrise in a foreign language class, scientific support is used in this research. Therefore, there are many elements involved in the analysis of it that permit to identify the impact of Memrise in the educational context. Thereby, the theoretical information presented is helpful to those people who want to achieve a wide knowledge about the use of technology as a strategy of teaching and learning to enhance vocabulary in a foreign language, thus, it is necessary to put into context several approaches, methods, techniques, and scientific theories that support the application and development of the research question.

2.2.1 Vocabulary

Even when vocabulary started to be considered important before the mid-1980s (Coday,

1997; Meara, 1995) (As cited in Nasrollahi & Daneshfar, 2018). We could say that it has not been time enough to develop a specific strategy to learn a good amount of vocabulary in languages courses. Therefore, contemplating the fact that students in a foreign languages class will be able to use grammar rules correctly because of the time they spend on learning them as an academic requirement, there is still missing not all but a big part of the vocabulary needed, either to speak a language as to teach it.

Words of a language are like bricks of high buildings that despite being very small pieces, they are necessary for the strength of the structure. Zhan-Xiang, 2004 (As cited in Nasrollahi &

Daneshfar, 2018). It means that to have 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 would be hard or impossible to send a message, and it is the same the way around, if someone who knows a lot about grammar but who does not have a wide vocabulary will not be able to communicate correctly.

Every language around the world is compound by words. Historically the human being starts to accept a language word by word, either the mother tongue or a second one.(Oxford &

Scarcella, 1994) affirmed that researchers consider vocabulary as one of the most important

29 components of a language upon which effective communication relies. In their perspective, vocabulary enables meaningful knowledge about how to communicate and the best way to do it.

Rivers, 1983 (As cited in Nasrollahi & Daneshfar, 2018) stated that the best method for learning vocabulary was not just teaching but introducing, defining, and including it through activities. Also, explains that language teachers need to encourage learners’ attention in words, and they must help their students by directing them toward vocabulary learning and the methods of learning vocabulary. These statements show that lexical teaching must be an end and not the mean to learn a language.

As it is known, in the stage of human growth, humans can speak and understand their native language before reading and writing it, therefore, when talking about vocabulary it is crucial to know how to manage its different terms to avoid the misuse of a language or misunderstandings when using a foreign language; for instance, words that change their meaning according to different contexts.

2.2.2 Vocabulary Learning Strategies (VLS)

According to Catalán, (2003) 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

30 long-term memory, (c) to recall them at will, and (d) to use them in oral or written mode”. (As cited in Nosratinia & Zaker, 2015). In this perspective, vocabulary learning strategies are created and applied by teachers according to their students’ needs, in order to improve their use of the foreign language.

According to (Kocaman, Yıldız, & Kamaz, 2018) VLS facilitates the learning process for 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 which are, cognitive, metacognitive, memory, compensatory, effective and social strategies. Oxford, 1990

(as cited Kocaman et al., 2018). Their benefits in the learning process are effective in the moment of produce the foreign language because these strategies are useful for the initial discovery of a word's meaning.

cognitive strategies employ a learner’s capability of handling the language material

in direct way; Metacognitive methods are indicative of an overall learning

procedure through management emphasizes on learners preferences style and

requirements; Memory-related strategies provide students an aid to link L2 items

or additional concepts but in this method in-depth understanding and knowledge is

not essential; compensatory strategies understand from context in reading and

listening and finally Affective strategies present interesting stage of learning related

to behavioral responses of the students. (Manzoor, Kazi, Naeem, Inayat, &

Muhammad, 2017)

CALL AND MALL

This research is based on the virtual platform Memrise which is able in mobile devices and computers for learning a language. That is why it is important to mention these approaches in order to understand the way it works and how significant can be it to the investigation.

2.2.3 CALL

(CALL) stands for Computer-Assisted language learning, clearly, this approach uses computers in teaching and learning a language. According to (Gafni, Achituv, & Rachmani,

2017) the term CALL became established in language education in the early 1980s, in the beginning, it was limited to desktop computers with a few basic mechanical software programs.

However, during the years, this field has grown to include applications, online blogs, and vlogs

(video blogs), virtual learning environments, online courses, and more. From there, 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 an useful approach to cover students and teacher’s needs.

The CALL users are open to obtain positive effects using it because Computer-Assisted language learning presents opportunities for students to learn in an independent way by guiding their own learning without a feeling of oppression from professors. (Mishou, 2017) stated that

CALL is described as pedagogically beneficial since it caters for individual differences like learning styles, cognitive levels, learning strategies and needs, and also students in authentic learning tasks where both the goals and the processes through which they are achieved, are stimulating. The participants involved are likely to have a better proficiency in the foreign language because they work actively in the acquisition of a foreign language.

As technology is an integral part in this modern society, CALL in the language classroom enables an active learning and teaching, because learners receive a meaningful feedback and tutor guide while professors gain 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.

2.2.4 MALL

Mobile-assisted language learning (MALL) is a well-known approach which uses mobile devices in order to learn a language easily. 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 (Gafni et al., 2017) to enhance student’s languages skills and to have better learning results. Then, MALL became

33 established thanks to the widespread development of mobile devices. From there, the field of

Mobile-assisted language learning “is used in formal and informal learning of foreign languages”

Chen, 2013, (As cited in Gafni et al., 2017). Because it provides solutions when learning a language, due to the portable environments that are highly interactive, ubiquitous and convenient to the user (Miraz & Ali, 2018).

Since mobile devices become a fundamental part of every human, this approach is used in the field of foreign language acquisition. According to Miraz & 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).

Clearly, it shows that technology affords opportunities for powerful teaching and learning environments. Hermans, Tondeir, Van Braak, Valcke, 2008 (As cited in Radin, 2017). Likewise,

MALL nourishes the vocabulary expansion of every learner.

Mobile applications in the educational context are very recognized because of their benefits.

(Gafni et al., 2017) claims that MALL is an attractive and dynamic process, which increases students’ motivation and encourages them to study. Basically, virtual platforms in mobiles devices contribute to a better learning process with numerous elements inside, as “forums, tests, documents, chats, video conferences, and many others” (Gonzáles, 2016, p7). However, it is important to note that mobile learning should not be used as the only source of learning but it

34 should rather be combined with other resources and tools, in and outside the classroom (Radin,

2017). Because virtual platforms stand as an important and significant instrument in the process of learning a language.

The purpose of integrating virtual platforms is not to be proficient in the use of them but to reach the learning objectives through those tools (Radin, 2017). If learners and professors 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.

2.2.5 Autonomous learning

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. According to Henric

Holect, It refers to “the ability to take charge of one’s own learning” (As cited in Little, Dam, &

Legenhausen, 2017) Here, it was established that learning in an independent way and with large

35 quantity of liberty it is better to achieve new knowledge, while the student is aware of his academic goals.

Henric Holect is considered the father of Autonomous Learning, he was the first one who established the term “Learner autonomy” which explains “learners’ ability for self-management”

Holect, 1981 (As cited in Little et al., 2017).The autonomy 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, the 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 an autonomous learning under education, it is necessary to talk about the professor's role and the elements that are required to promote it. According to Cao, (2013) professor's guidance is an inevitable choice for students to become the masters of learning, personal development, and self-improvement. The basis of Cao’s argument is that the professor’s role works merely as a support and a guidance to students, and hence, the process of learning becomes easy and confident to them. But, to make it happens, 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. On Cao’s words (2013), teachers’ innovative teaching and students’ innovative learning.

That’s why autonomy is an important term in this research. In this new era, education is being renovated with uncountable learning elements to help professors and learners obtaining and maintain what they really want, an example of those elements are the virtual platforms which

“facilitate the learning process through easy and accessible tools” (Valencia et al., 2017).

However, the use of virtual platforms requires certain autonomy, because they have all the subjects that a person wants to learn, and it manages different strategies not to get bored. Thus, if a person does not have an interest or a motivation on learning through a virtual platform, she or he is not going to obtain positive results because a platform cannot cover the lack of motivation or interest of a person, it just works as a useful element to improve learners skills as long as they manage them correctly.

2.2.6 Constructivism

The constructivist theory plays an essential role in this study as it brings tools to build knowledge, and is in charge of student’s active process. It is, therefore, necessary to know what is it about and how it works in order to benefit students learning acquisition.

In the educational field, this theory can be recognized as philosophy in the construction of the learning process. Constructivism focuses on students learning, they are seen as the means to create their own learning. In fact, it is what Brooks and Brooks, (1993) defined it as something that is not a theory about teaching…it is a theory about knowledge and learning… the theory defines knowledge as temporary, developmental, socially and culturally mediated, and thus, nonobjective (As cited in Jones & Brader-Araje, 2002). Similar to (Wang, 2008) when stated that it is a belief where the knowledge is actively constructed by learners rather than transmitted by the teacher.

Through the current tools such as language applications, technology devices and dynamic classes, students are able to build their own knowledge with professor’s help which works as the facilitator in the learning process. Constructivism is individually constructed; it is inside people's minds, not out there (Cakir, 2008).

According to (Wang, 2008) this theory allows a significant learning to students because it is focused on students’ needs, it develops cognitive abilities, it facilitates autonomy and it creates solving-problems. This theory permits a complete understanding about the importance of students and professors in the learning process.

2.2.7 Student-Centered Learning

As the virtual platform Memrise allows students to have control of their learning, it is important to talk about Student-centered learning approach that is based on students’ responsibility and capacity to understand how it works and to know what possible effects are in the learning process of a foreign language.

Student-centered learning (SCL) emerged from constructivism theories (Wahjuni S.IP, 2012).

And it is best known as an educational approach focused on the needs of students, rather than those of others involved in the educational process, such as teachers and administrators (Larasati,

2018). In the educational field, SCL differs from the traditional learning which considers students as passive receptors that are not capable of managing their learning. In this perspective,

Student-centered learning takes students as the essential element of the learning process.

By developing SCL term in a language class there are some benefits that enhance the academic performance of students, according to (Larasati, 2018) there is an individual development in thinking and creativity. It happens because professors provide subjects that are related to the student’s environment such as applications, games, and social media, among others. It is also important to highlight the professor’s role as a facilitator of the learning acquisition through motivation.

Within the area of foreign languages, this approach enables oral communication, reading, and writing skills (Larasati, 2018). Due to the variety of subjects that can be useful in favor of

39 student’s abilities and interests. By guiding students on how to be responsible for their learning, professors could innovate in their teaching process.

2.2.8 Memrise

The virtual platform Memrise encourages the frequent testing items that allow users to train the memory by encoding vocabulary and taking the errors as a strengthening strategy in the learning process, providing different reinforcements in the exact moment when the memory is deleting information. It was built in three scientific principles which are, Elaborated encoding,

Choreographed testing and scheduled reminders (Memrise, 2010). These principles help learners to improve any foreign language in an unconscious and easy manner, working as a complement to the learning process.

Elaborated encoding assimilates new knowledge through encoding memory. Memrise (2010) stated that ¨Encode¨ is a fancy word for connecting or associating what the learner already knows. Potentiating encoding provides a helpful learning, as it was proved in various studies where the encoding conditions were highly effective in producing vocabulary learning.

Choreographed testing tests the memory to recall previous knowledge and save all the mistakes made by users to be studied again, and then to give a feedback. Nowadays, it is known

40 the positive effects of testing students, because it shows possible improvements, and at the same time it gives possible weaknesses on a subject. Taking a test permits students to assess to what they know and what they do not know so, that they can concentrate study efforts on areas in which their knowledge is deficient (Roediger et al., 2011). Also, generating errors benefit users because subjective difficulty leads to more effort at encoding; it is followed by feedback led to significantly better memory; it benefits vocabulary learning even when the items to be learned had no pre-existing associations (Potts & Shanks, 2014). Moreover, generating an error and receiving corrective feedback it is much better for learning than simply studying because the error itself may serve as a mediator, between the cue and the target (Huelser & Mecalfe, 2011).

Scheduled reminders use spacing remainders to retain information in the long-term memory, based on the space repetition software which helps users in the exact moment when the memory is deleting information. According to the investigation made by (Sisti, Glass, & Shors, 2007), they conclude that animals trained with space trials tended to learn faster and remember longer than animals exposed to the same amount of massed trials. Because new neurons are continuously generated over time. In other words, they assert the effectiveness of the spacing effect, which retains information and strength memory. In this sense, it is important to mention that the virtual platform Memrise uses 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 (Walker, 2015). This review system allows an effective organization in the learning process because students practice in the exact moment when the memory is losing the previous knowledge.

Spacing Effect and Testing Effect

To understand how the virtual platform Memrise works it is important to mention the learning methods, spacing effect and testing effect which are two significant pedagogical principles in the field of educational psychology that are in charge of human cognition and memory.

2.2.9 Spacing effect

Spacing effect refers to distributed learning which uses space information over the time with the purpose of benefiting the long-term learning and retention. Cepeda, Pashler, Vul, Wixted,

& Rohrer, (2006) defined the spacing effect as the robust phenomenon whereby learning is increased via study that is spaced out compared with study that is massed together in time (As cited in Slone & Sandhofer, 2017). Also, it is a phenomenon whereby memory is enhanced when learning events are distributed, instead of being presented in succession (Vlach et al., 2008).

The term spacing effect is mostly used in the field of language acquisition, in the educational context it drives “training schedules that increase the efficiency of learning and the maintenance of mastery” (Walsh et al., 2018, p. 2). The idea of this method is to enable the student's knowledge acquisition and transfer (Hannon, 2017). Moreover, it facilitates student’s

42 engagement with the learning objective, because it is not a masse learning, it takes time to distribute the learning process.

In an investigation called ¨Neurogenesis and the spacing effect: Learning over time enhances memory and the survival of new neurons¨ made by (Sisti et al., 2007). It was explained that when a subject is learned, new neurons are generated but many of these neurons are likely to die in a few weeks. This investigation concludes that ¨learning over an extended period of time induces a more persistent memory¨.

According to (Sisti et al., 2007) The information that is spaced over time is better remembered than the same amount of information massed together. As Memrise uses space repetitions in its program this method clearly helps students to enhance their academic performance because there is certain increase retention phenomenon which keeps students motivated and at the same time it promotes higher grades in the language classroom.

2.2.10 Testing Effect

Testing effect is also known as retrieval practiced, it refers to a “learning strategy where we focus on getting information out” (Agarwal et al., 2013).Also, (Carpenter & Yeung, 2017) defined it as a mediator that facilitates later recall of a target. Furthermore, it is referred as a

43 cognitive psychology term referring to the finding that taking practice tests on studied material promotes greater subsequent learning and retention Roediger and Karpicke, 2006 (As cited in

Adesope, Trevisan, & Sundararajan, 2017).

According to (Agarwal et al., 2013) this method uses deliberately recalling information that forces people to pull their knowledge “out” and examines what learners know; it uses a variety of question types such as fact-based, conceptual, and higher order/transfer; it also uses a variety of strategies to implement frequent retrieval practice like clickers, index cards, bell work, quick writing prompts, among others. From this is understandable that the practice of it is flexible and adaptable in the educational context.

Recent studies have demonstrated that retrieval is a powerful learning strategy (Eglington &

Kang, 2018) that improves students’ complex thinking and application skills, improves students’ organization of knowledge, improves students’ transfer of knowledge to new concepts (Agarwal et al., 2013). In general, it promotes not memorizing but a better flexible understanding of classroom material, viewing that retrieval practice is not an assessment tool.

In the same manner, it benefits the teaching practice because allows professors to know what students know and do not know, therefore, professors can improve those gaps in students by giving a correct feedback strategy. In fact, retrieval practice is actually a powerful mnemonic enhancer, often producing large gains in long-term retention relative to repeated studying

(Roediger & Butler, 2011).

2.2.11The Information Age

To better understand the role of technology in education it is necessary to be conscious of the technological concepts that are involved. These technological concepts are ICT, WEB 2, 0 and

Virtual Tools, which are a key point to comprehend the purpose of the research in the field of foreign language education.

The information age is also known as the digital age, where society uses electronic communication networks to have an easy and accessible information. According to (Eshet,

2004) it involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. Yoram Eshet views the age of information as a theme compound by many skills. In other words, it is a Sisyphean task, which means that it is a task that can never be completed because the information age is in constant evolution.

In the 1970s, the developed world entered a new age, one of information. Since then, the

Information and Communications Technology (ICT) has totally changed our way of life, leisure and our means of communication and information.(Humbert & Saxenian, 2007). From this is notable that in the last decade, the information age changed people’s life because it manages all the requirements of every day.

2.2.12 ICT

ICT refers to information activities that are supported by the technology. Information and

Communication Technology (ICT) as one of the technology principles has witnessed, within very short time, a noticeable progress across all the aspects of life; particularly the sector of education (Eldow, Shakir, Abdullah, & Malik, 2017). Clearly, in the last decade, it has been practiced to enhance the quality of education and to contribute to the learner's knowledge to achieve the demands of the society.

ICT has proliferated in the educational system because it brings advancement experiences to professors and students. (Oni, Odaro-Ekhaguebo, & Akpoduado, 2018) claims 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 teachers’ professional development. 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 the learning without leaving behind the

46 normative values of professional teaching in the pedagogical practice, it is essential to know that the integration of “Information and Communication Technology (ICT) works as the means to assist teaching and learning” Willian, 2003 (As cited in Buabeng-Andoh, 2012).

2.2.13 WEB 2.0

The term WEB 2.0 describes a variety of websites and applications that allow anyone to create and share online information or material they have created (Thomson, 2008). In other words, these tools promote a kind of collaboration and communication within education to build new knowledge. The WEB 2.0 was created with the purpose to make technology accessible to people, in order to facilitate the use of technological advances and to increase communication in the entire world.

Nowadays people around the world are using social networking sites almost all day, these programs have become important tools to enhance the learning process in students. According to

Thomson (2008) “There is a number of different types of web 2.0 applications including wikis, blogs, social networking, folksonomies, podcasting & content hosting services. Many of the most popular websites are Web 2.0 sites such as Wikipedia, YouTube, Facebook, MySpace, Flickr”.

The elements form the WEB 2.0 gives users a practical management of technology, and in the academic perspective, it is capable of maintaining a symbiotic relationship among faculty and

47 college students with regard to information exchange (Gupta & Seth, 2014). Clearly, it allows learners a kind of flexibility to create and revisit content as needed, because “there is an exchange of messages, visions, facts, fictions, contemplations, accusations, exclamations and declarations buzzing around a network of computers that connects students to the world”

Depietro, 2013 (As cited in Gupta & Seth, 2014).

The education context has been transformed by the WEB 2.0 and will continue doing it, because it changes the way people think, act and consume information and acquire knowledge.

3. METHODOLOGY

3.1 Methodology type and approach

The approach used in this research was the quantitative one, it is considered accurate, valid and reliable, and it is where the researcher generalizes, leading to predictions, explanations, and understandings, Creswell, 1994 (As cited by Smith, 2013). The quantitative approach uses data collection and analysis to answer research questions and test previously established hypotheses,

48 and relies on numerical measurement, counting, and often on the use of statistics to accurately establish patterns of behavior in a population (Hernandez, Fernandez, & Baptista, 2004).

Specifically, this research was based on the comparison and analysis of information that was obtained from the tests that were done in two different moments by a group of English II from the bachelor degree in Foreign Languages English - French at the University Santiago de Cali.

It is important to mention that the group was demanded to use the virtual platform Memrise along the second term of the semester, in that way it was possible to get more exact results about the effect, either positive or negative of integrating this virtual platform as a teaching tool in a foreign language course.

3.2 Procedure

It is always important to have an order to follow, it has definitely helped us achieving and analysing in a more exact and easier way the results. In this research we have followed the steps below:

1. To prepare the material for the research. Here it was essential to have a previous knowledge of the subjects that students were going to learn along the time the field work was

49 taking place, in our case, we took the vocabulary needed from the students’ book, more specifically from the units involved for the middle-term period (units 9 and 10).

2. To upload the material to the virtual platform. Here it was necessary to upload not only the written vocabulary but also its pronunciation in order to improve the students´ four main abilities (reading, listening, speaking and writing), which are essential in the learning process of a foreign language.

3. To download the program in its app and virtual version, for us as researchers, it was a need to test the operation of the platform before sharing it and its content to the group we were going to focus on for this research.

4. To create a study group where participants were immersed on the subjects.

Knowing the material before implementing the platform allowed us to integrate it by creating flashcards and different kinds of tasks according to the content of the units to upload it.

Also, we had the opportunity to test the platform by ourselves and check out if it was going to work properly.

5. To create a Pre-test on Google Forms to get to know how much students know about the topics before the use of the Memrise, in order to get the first data that later on ted us to find an answer to our research question,

6. To give students access to the virtual group on the platform, and help them learn how to use it properly. First students had downloaded the app in their cell phones, or open the web version in a computer for them to create their accounts. After that, we add them to the study group in

Memrise by sending them requests to join it.

IMPORTANT: the use of the platform will be extracurricular, which means that the presidential time for the class will not be affected. As a teaching tool, this platform allows students and teachers to complete the extra time in touch with the second language out of the classrooms.

7. To create the Post-test, also on Google Forms, to collect the results after integrating

Memrise to their learning process. Using google forms was very useful because its statistics are automatically done by the system, thus, it was easier to analyse and compare the results with the ones from the pre-test.

8. To start the field work with the group. We did not have to spend more than 2 hours of teacher's time, basically, the process was controlled thanks to the Memrise data base that showed us who was online per day and how much time they used the App.

3.3 Instrumentation

With the purpose of finding accurate and adequate information to achieve each one of the specific and general objectives of this paper, we had to apply to this investigation the instruments mentioned below:

Figure 1: Instruments

3.3.1 Instrument #1

The students’ book in order to have a previous knowledge of the subjects of the class.

Figure 2: Students’ book

3.3.2 Instrument #2

Pre-Test to know how much students know before the integration of the virtual platform

(created on Google forms).

Figure 3: Pre-test

3.3.3 Instrument #3

Closed questions (multiple choice) based on units 9 and 10 from the English book Speak

Out for the second semester.

Figure 4: Multiple choice questions

3.3.4 Instrument #4

A variety of flashcards adapted to the subject-matters and uploaded to the virtual platform

Memrise. (It is possible to use illustrations and videos, but in this research, there were used only the written words and their respective sounds).

Figure 5: Memrise Group and content

3.3.5 Instrument #5

Post-Test to know how much students learned and what was the impact on integrating

Memrise to their learning process; we made the same questions to make it easier to analyse the results.

Figure 6: Post-test

It is also important to mention that the tests were made online but students had to present them in person, in order to avoid any kind of trick that could have changed the results of our investigation, thus, it was necessary the access to the technology classrooms at the university.

Moreover, with the purpose of supplying one of our personal biggest limitations as time to meet was, for the correct development of this thesis paper we used the tool Google documents

56 which allowed us to work on it online and to keep in touch sharing information and correcting each other in real time.

Additionally, for the implementation of the contents in the virtual platform, first, we took off the vocabulary needed from the students’ book, after that, we used the cell phone’s voice recorder to upload the audios with the pronunciation of the vocabulary.

Last but not least, none of the previous instruments could have worked properly without the constant access to the internet, including the access to different tools it provides us such as online libraries for the searching of scientific and academic documents to support our investigation.

3.4 Participants

It is relevant to mention that, the population of this research were students from a second semester English class of the bachelor degree in foreign languages at the Santiago de Cali

University, and that the virtual platform was available for all of them.

Twenty-four students were part of the second-semester English class where the virtual platform Memrise was integrated to the teaching - learning process, from those twenty-four students, only twenty presented both of the tests, even though the app was available to all of them.

However, only fifteen joined the virtual group, and from those fifteen students, five used it at least

20 minutes per day, seven barely used the app during the whole field work time, and three never used it.

Figure 7: Students English 2

For the development of the research in this course, the researchers got the professor's permission and his support on verifying the quality of the tests done to his students, also used the information given by Memrise database. This platform was available 24 hours a day during one month, from 16th September to 16th October, even though it was not mandatory to use it in order to identify those students who really put extra effort on learning and those ones who do not, like that, we could also know what the students’ level of autonomy is. That is to say that we can get to know the degree of independence from a central or controlling authority (Kte’pi, 2016).

Number of students from the course English 2 24

Number of students able to use the App 24

Number of Students who presented the Pre and the Post-test 20

Number of students who joined the App 15

Number of students who used the App as recommended (at least twenty 5 minutes per day).

Number of students who used the App from time to time (three to four 7 days a week).

Number of students who never used the App and who joined it. 3

Number of students who never joined to the App group 9

Number of students who presented the tests but never joined the App 5

Number of students who did not present the tests or did not use the App 4

3.5 Chronogram

Figure 8: Research Schedule

4. DISCUSSION

To find the answer to our research question, the results of the pre and post-test were analysed, also, we had into account the final database in Memrise that led us see which students were using the virtual platform, how much they practiced in it, and how much they learned.

Afterward, a survey of one closed question was done to the students for them to say if Memrise was or was not useful on their learning process.

4.1 Tests

As mentioned before, the pre-test and post-test were created considering the information on the students’ book (vocabulary and English expressions), also, both tests were exactly the same, with the purpose of making easier the data analysis.

Figure 9: Tests

4.2 Results

Thanks to the use of technology along our research, the data collection and its analysis was easier as well, Google forms allowed us to see the summary of the results of the whole course before and after integrating the platform, thus, we were able to notice if there was or was not an improvement.

Figure 10: PRE-TEST GENERAL RESULTS

Figure 11: POST-TEST GENERAL RESULTS

Figure 12: Comparing the general results. Pre and Post-test.

In order to have a good comparison between both tests, it was necessary to divide the results considering different ranges as is shown in the diagram below.

SUMMARY OF THE RESULTS, PRE-TEST AND POST-TEST

12 12 10 7 8 6 5 5 6 4 2 2 1 2

NUMBERSTUDENTS OF 0 0-40 41-50 51-60 61-76 PRE-TEST 2 6 7 5 POST-TEST 1 2 5 12 RANGE OF CORRECT ANSWERS.

Analysis: In this general observation of the results obtained from the same group of students in the pre and post -tests, it was evident the improvement they had after the implementation of the virtual platform Memrise, simply observing the highest range in both tests showed us that in the pre-test 15% of the students got punctuations between 61 and 76, while in the post-test 60% of the population involved got similar or better results.

The total results we obtained were:

Moreover, thanks to Google forms it was also possible to see the most common questions in which most of the students got trouble in both tests. It is easy to observe that students failed in several questions in the pre-test but just in a few ones in the post-test, which at this point can be understood as a good effect of the implementation of the app, but also leads us to think that

63 students improved a lot by learning without any extra help but their professor’s teaching techniques in the classroom.

Figure 14: ERROR RANGE, PRE-TEST

Analysis: During this first approach to students' answers, we were able to see that they failed on several questions, 13 of them to be more exact, but not only that, the number of students who failed those questions went mostly from 4 to 9 per question, it makes reference to around 20% to 45% of the population evaluated.

Figure 14: ERROR RANGE, POST-TEST

Analysis: at this point, the post-test led us to observe that the number of students who failed on these questions stayed almost the same, but it also showed up that the number of questions where students got trouble decreased from 13 to only 3 questions.

As mentioned before, there were some irregularities on the students’ participation, some of them used the app as we recommended, some others barely used it, others joined the app but

65 never used it, and some others never joined it. Therefore, it was necessary to analyse the results in 4 different groups:

Figure 15: Students who used the App as recommended

Students who used the App as recomended

73 66 80 63 59 63 52 51 60 46 46 48 40 20 0 Student 1 Student 2 Student 3 Student 4 Student 5 Results pretest 46 52 46 48 51 Results Post-test 63 73 59 63 66

Analysis: After implementing the use of the virtual platform Memrise, the students who used the app as recommended, 20 to 30 minutes a day, got in the post-test a higher score

(between 13 and 21 correct answers) compared to the scores they got in the on the pre-test.

Considering that 76 points represented the 100% of the test, we could say that after the implementation of Memrise as a Teaching tool for the acquisition and enhancement of vocabulary, the result were:

STUDENT 1: went from 60% to 82%, improving around 23% his level of knowledge on the field.

STUDENT 2: went from 68% to 96%, improving around 28% his level of knowledge on the field.

STUDENT 3: went from 60% to 77%, improving around 18% his level of knowledge on the field.

STUDENT 4: went from 63% to 82%, improving around 20% his level of knowledge on the field.

STUDENT 5: went from 67% to 86%, improving around 20% his level of knowledge on the field.

Figure 16: Students who used the App from time to time

Students who used the App from time to time

73 65 68 80 58 64 58 57 56 50 52 49 60 44 43 39 40 20 0 Stude Stude Stude Stude Stude Stude nt 6 nt 7 nt 8 nt 9 nt 10 nt 11 Stude nt 12 Results pretest 44 50 43 39 64 58 57 Results Post-test 56 58 52 49 73 65 68

Analysis: The students who barely used the Application also got higher results in their post-test, but the quantity of good answers improved with around 8 and 12 extra points, 11% to

16%, it means that they had improved their vocabulary level but not as much as the ones who used the application properly.

After the implementation of Memrise as a Teaching tool, the results obtained were:

STUDENT 6: improved in a 16% his/range of good answers.

STUDENT 7: improved in an 11% his answers.

STUDENT 8: improved in an 12%

STUDENT 9: improved in an 13%

STUDENT 10: improved in an 11%

STUDENT 11: improved in an 10%

STUDENT 12: improved in an 15%

Figure 17: Students who were in the App but never used it

Students who were in the App but never used it.

68 70 60 62 55 60 50 42 40 31 30 20 10 0 Student 13 Student 14 Student 15 Results pretest 55 62 31 Results Post-test 60 68 42

Analysis: Considering that these students made part of the group in the virtual platform but never used it and that they also received the same information in class time their results on the post-test were not too different from the pre-test. They got about 5 to 11 more correct answers compared to their pre-test, 5% to 15% of improvement.

The results for these students were:

STUDENT 13: showed a 7% of improvement with 5 extra good answers.

STUDENT 14: showed an 8% of improvement with 6 extra good answers.

STUDENT 15: can be considered as an exception; he/she showed a 15% of improvement with 11 extra good answers that made us consider two situation, it may be that this student learned a lot during the face to face class, or that he/she had his/her own strategy for better learning.

Figure 18: Students who never joined the app

Students who never joined the app

66 65 65 70 62 64 62 63 60 52 48 48 50 40 30 20 10 0 Student Student Student Student Student 16 17 18 19 20 Results pretest 48 62 62 63 52 Results Post-test 48 64 66 65 65

Analysis: The students who never joined the application it is evident that their improvement was not the best one, but just as in the previous chart we could evidence an exception too. In their post-test, they got between 2 and 13 extra points or simply they did not show any improvement.

The results for this last group of students were:

STUDENT 16: showed up exactly the same results in both tests; 0% of improvement.

STUDENT 17: got 2 more correct questions, it means that had a 2% of improvement.

STUDENT 18: 5% of improvement, 4 more good answers in the post-test.

STUDENT 19: 3% of improvement, 3 extra points.

STUDENT 20: another exception that made us consider the same situations from student

15 in the previous chart.

GENERAL ANALYSIS: Every student learns in a different way, some of them create their own strategies to improve their knowledge as it was evidenced in the exceptions from the last two charts, and some others do not like to change, and stay depending on the information given by the professors. Nevertheless, after looking at the previous four diagrams of the information obtained in this research, it was easy to notice the utility of the integration of virtual platforms like Memrise in nowadays courses, especially in foreign languages courses where the practice leads speakers to use a language properly.

As mentioned before, integrating a virtual platform to the teaching-learning process does not mean that a teacher is not needed, certainly, in the diagrams it is visible that 18 of 20 students improved their English level, but the differences come up when comparing the ones who used the app, the ones who barely used it, and the ones who never used it. For instance, student 2 used the application as recommended and his improvement was of 21 extra points, in the pre-test this student got 52 points and in the post-test got 73 point, whereas student 17 who never used the app showed an improvement of only 2, point getting 62 points in the pre-test and 64 point in the post-test.

In order to give a definitive answer to our research question it was necessary to make a survey of one closed question, with the aim of having into account not only the data obtained from the tests but also the students’ opinion, therefore the question made was “Do you believe

71 that the use of virtual platforms like Memrise, help students in the vocabulary learning of a foreign language?”

Figure 19: Survey results

Analysis: Even when most of the students answered that the implementation of virtual platforms like Memrise is useful in the learning process of vocabulary in a foreign language, it was evident that there is a lack of autonomy at the moment of improving their language level, they are conscious about their weaknesses and about how useful this kind of applications are, however, they do not put any effort on improving their language skills.

5. CONCLUSION

 After analysing the participation of the students in the use of the virtual platform

Memrise, it was possible to conclude that students still conserve a traditional mind

at the moment of learning, it means that they consider more useful the traditional

teaching-learning process where the teacher gives information and the student just

receive it and strictly follows it.

 Despite the easy access to the virtual platform Memrise and the advantages it gives

to language learners, many of them are not really interested on finding different

strategies to improve their skills on the use of a foreign language.

 The integration of a virtual platform can be boring or confusing to some student

that are used to try different learning styles.

 Integrating a virtual platform can be understood not as a tool for helping students

to learn but an interesting and flexible method to improve students’ skills on the

use and learning process of a foreign language.

 The implementation of virtual platforms like Memrise as a teaching tool, does not

mean that there is no need of a guide or teacher, this kind of platforms have better

results if they are used as a complementary work.

 The gap of autonomy in students is now smaller than before, most of the students

nowadays take advantage of technology to improve or to create new knowledge in

different areas.

 Young students are more likely to adapt to the continuous change of nowadays

world, while older students struggle with the idea of changing the way they do

several things.

 Based on the information obtained from the pre-test, post-tests and Memrise’s

database, this study concludes that the effect of integrating the virtual platform

Memrise as a teaching tool for English vocabulary was effective, even though this

application was not interesting or easy to use for some students.

 Students were able to manage the application in their free time with the aim of

enhancing vocabulary, however, it was evident that there was a lack of learning

strategies and autonomy on them. The students who used the platform showed

better results compared to the ones who barely used it or never used it.

 The integration of virtual platforms like Memrise are normally seen as a tool that

facilitates the learning process, nevertheless, it is also possible that some students

find them as extra work having into account that they need to be implemented as

an extracurricular activity. Due to this, students can fall into the routine and lose

their interest.

 When integrating a teaching tool, it is relevant to be conscious about the fact that

its use does not supply the teacher's role, therefore, it is considered as a facilitator

to the learning process - teaching process instead of a 100% learning method.

 In the literature review mentioned in our theoretical framework, and the results

obtained in the research process, we can state that the use of technological devices

as virtual platforms like Memrise are well known and considered as important for

the learning development not only in foreign languages but in any knowledge field,

that is why nowadays educative institutions are integrating them to their curricula,

thus, we got to the general conclusion about the positive effect of integrating

Memrise as a teaching tool in a foreign language course, without leaving aside the

fact that for obtaining good results, it is necessary to be interested, and motivated

as well as persistent.

5.1 Recommendations

 It is necessary to organize the ideas about what, when, where, why, and how a study

will be done.

 When setting the research subject it is important to look for answers about the

pedagogical practice.

 In case the researcher needs a data collector, it is practical to have a clear view about

type of investigation (quantitative or qualitative). In order to get the right results.

 In the integration of a virtual platform it is essential to have interesting and joyful

ways to see the different subjects in order to promote the use of it. For instance,

looking for platforms with a game format, in that way students will have some fun

while learning.

 It is important to have a previous knowledge about a virtual platform before its

integration, thus, as teacher you will be able to modify and create your own material

according to your students’ interests and needs.

 Particularly, Memrise allows students and teachers to create their own study material,

you can upload videos, photos, voice recordings, and key things that help you relate

and remember either the use or the meaning of a word or expression.

 In Memrise you can find a variety of courses, not only for learning languages, but also

to learn math, science, politics, history information, you can access to all of this for

free, but there is a premium service that gives users extra benefits.

FOR THE READERS: the attachments are throughout this document.

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