Memory strategies and vocabulary learning

Abstract

Vocabulary domain is essential when learning another language, as it is the basis for communicating. People can not express themselves if they do not know sufficient words in a language. That is why this research project aimed to analyze the impact of memory strategies on vocabulary learning. This study was pre-experimental with a quantitative approach since the data obtained were quantified. The participants were 24 second-baccalaureate students from the "Joaquin Arias" High School located in Pelileo, 12 males and 12 females with an age range from 16 to 18 years old. The sample was selected by applying the non-probability sampling method. The tool to collect the information was a pre and post-test based on the A2 Key English Test for Schools (KET) taken from Cambridge Assessment, the questions were taken from the reading and writing sections, parts 2, 5, 6, 7. There were 30 questions in total. The research lasted 4 weeks, 7 interventions were carried out where memory strategies such as creating mental linkages, applying images and sounds, and employing actions were implemented to teach new vocabulary. The first and the last intervention focused on the application of the pre and post-test. The Statistical Package for the Social Sciences (SPSS) was used to compare the results obtained, perform the normality test, and analyze the hypothesis through the Wilcoxon test. The results revealed that memory strategies contribute to vocabulary learning since the students demonstrated better performance and obtained better results in the post-test. Additionally, the students were more motivated and showed greater interest in learning the language.