Undergraduate students are exposed to discipline-specific lexis and concepts, particularly when studying in a second language. Current research suggests that most students find it difficult to fully comprehend academic reading material because they lack the requisite vocabulary. In order to enhance vocabulary acquisition and, ultimately, improve knowledge of complex discipline specific vocabulary, this study evaluated the use of the Memrise application as a self-directed learning tool. The study was conducted in an Arab higher education institution where undergraduate students studied IT in English. By using the Memrise application in conjunction with a discipline-specific key word corpus, it was anticipated that this intervention would improve vocabulary acquisition with minimal use of classroom teaching time. Results indicated that when students engaged with the learning tool there was a noticeable improvement in vocabulary knowledge for those who used the application on a regular basis. Overall, the study has implications for teachers, as well as learners, as the Memrise application is an adaptable and freely available mobile learning tool for developing vocabulary knowledge.
Lloyd Barclay Kirk Dowswell, Zayed University, United Arab Emirates
Jennifer Eppard, Zayed University, United Arab Emirates
Stream: Languages education and applied linguistics (ESL/TESL/TEFL)
This paper is part of the ACEID2018 Conference Proceedings (View)
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