Impact of Memrise on Yoruba Vocabulary Knowledge among Elementary School Pupils in Ilorin

Abstract

Mobile-assisted language learning (MALL) provides low-cost opportunities for vocabulary development, but evidence from indigenous languages in elementary education settings remains limited. This study investigated the effect of Memrise, a spaced-repetition and gamified app, on Yoruba vocabulary acquisition among 57 Primary Five students in Ilorin, Nigeria. Using a quasi-experimental pretest–posttest design, students took curriculum-aligned and non-syllabus vocabulary tests, while teachers reported on their experiences with implementation. Results revealed significant, reliable improvements on the curriculum-aligned test, especially among students with lower initial scores, while gains in everyday vocabulary were smaller and more varied, due to ceiling effects and individual differences. Teacher feedback showed cautious optimism along with concerns about fidelity and infrastructure. The findings indicate that curriculum-aligned, teacher-supported MALL can improve Yoruba vocabulary learning and help preserve Africa’s linguistic heritage.