INTEGRATING THE MEMRISE APPLICATION IN TEACHING AND LEARNING FRENCH VOCABULARY: AN EXPERIMENTAL STUDY AMONG SECOND-YEAR STUDENTS AT FACULTY OF FOREIGN LANGUAGES, HONG DUC UNIVERSITY

Abstract

This study investigates the effectiveness of Memrise in improving French vocabulary proficiency among second-year students at the Faculty of Foreign Languages, Hong Duc University. A quasi-experimental design was employed with 80 second-year students, consisting of an experimental group (n = 40) using Memrise and a control group (n = 40) receiving traditional vocabulary instruction. The intervention lasted six weeks. At the end of the intervention, The results of a comprehensive French vocabulary test assessing their vocabulary knowledge and ability to use words in context showed that the experimental group achieved a higher mean score of 82.6, compared with 71.4 for the control group. These results suggest that integrating Memrise into French vocabulary instruction may enhance students’ vocabulary proficiency and contextual use of newly learned words. The findings highlight the potential of technology-assisted learning as a complementary approach to traditional foreign language vocabulary teaching and learning.