Is Memrise flipping well working?

I’ve started second module assessments with most of my classes and I want to see what impact, if any, using Memrise to flip learning has had. To this end, I’m reflecting on assessment results with my teaching groups, starting with…

Year 7 Beginners Spanish

This class of 22 students has had about 15 weeks or 22 hours of instruction.  I have been using Memrise in a systematic way with this group for about 12 weeks. As well as coverage the key vocabulary form the course book (Mira 1 Express), I have been trying to improve specific areas using this Memrise course. These include:

Today the students sat their unit 2 module tests. They all aced the listening. All but one student scored 97% or above. The writing component was completed in 20 minutes (including time for proof-reading) and contained a translation element. Here are some photos of their written assessments.



The above photos are assessments from my more motivated learners – by which I mean the students who internalise and apply new language faster than the others, their homework is on time etc. According to the stats section of the class page, they’ve spent about 90 minutes using Memrise during the past 30 days and accrued an average of 90,000 points in that time. Two things to note: The students are, perhaps unsurprisingly, using a wider range of connectives in their writing, and augmenting descriptions with frequency adverbs. However, errors of agreement, accents and spellings are very much present.


The photos above are from students who throughout this term have had some struggles, don’t contribute as willingly in lesson and/or did not achieve very highly on their first assessment. Checking their stats on the class stage, they’ve all spent at least 2.5 hours on Memrise in the past 30 days, accumulating an average of 60,000 points over that period. Whilst their writing may not be as detailed as some of the others’ is, there is still evidence of a broader range of connectives, verb forms besides first person and inclusion of vocabulary beyond what is covered in the textbook.

I’m really happy with this standard of work, especially from beginners. I think that their spending time practising vocabulary has appreciably given them more ammunition to use when it comes to expressing themselves. This is something that I hope to build upon as we move onto the next topic of work. However, clearly more attention is needed with this group with identifying and eliminating accuracy errors. I have recently started using more of the LAM techniques described by Gianfranco Conti, Dylan Viñales and Steve Smith. It will be interesting to see how such interventions affect the learners’ accuracy.

That’s it for now, although I will update with results from other groups which have been using Memrise regularly as they come in. Two caveats to all of this: Firstly, I’m still feeling my way with Memrise course design, and I expect that I will refine the content I include over the coming months and years. Secondly, whilst Memrise is the foundation of my students vocabulary learning, it is not the only tool I use with my learners to practise their language.




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