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.