Memory Strategies

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are reflected in the students' short-term and long-term retention. The participants of the study comprised 310 Indian pre-university females. The results indicated that the students of experimental group outperformed both in short-term and long-term scores, portrayed the superiority of memory strategies in short-term and long-term retention. As many learners do not develop sufficient mastery of the vocabulary explicit instruction of memory strategies and giving strategy awareness can facilitate them to store and retrieve new vocabulary items. Also, it was shown that being over-dependent on survey tools are open to question, in spite of being widely used.

Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need su ch as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the studen t s. Th e EA learn in g strategy is the least used among the undergraduate EFL learners. Further, the findings also indicat e d t h at the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML an d RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

The purpose of this study was to investigate the effectiveness of memory strategies (MSs) in improving students' ability to recall and spell newly learned vocabulary items. The researcher only considered three types of MSs: grouping, placing new words in to a context and structured reviewing. In addition, the study used a questionnaire that explored students' attitudes towards MSs in general, and towards the specific MSs that they have been trained to use, as well as the relationship between MSs and motivation and between MSs and anxiety. intact groups (63 students in total) were selected from level three of the College of Languages and Translation (COLT) at King Saud University (KSU), Kingdom of Saudi Arabia. The two groups were assigned to the experimental group (36 students) and the control group(27students). The control group received traditional instruction that depended on the textbook without any MS training, whereas the experimental group received a combination of traditional instruction and MS training. A pre-and post-test were administered to both groups before and after the experiment to examine students' ability to recall the meaning of vocabulary items and their ability to spell them correctly. The experiment lasted for fourteen weeks through which the participants received seven MS training sessions. The study found out that MS training was effective in improving students' ability to recall the meaning of vocabulary items when needed and their ability to spell them correctly. Moreover, the results showed that the subjects of the experimental group showed positive attitude towards MSs and most of them agreed on the positive effect that MSs had on raising their motivation and reducing their anxiety while learning vocabulary.

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are reflected in the students' short-term and long-term retention. The participants of the study comprised 310 Indian pre-university females. The results indicated that the students of experimental group outperformed both in short-term and long-term scores, portrayed the superiority of memory strategies in short-term and long-term retention. As many learners do not develop sufficient mastery of the vocabulary explicit instruction of memory strategies and giving strategy awareness can facilitate them to store and retrieve new vocabulary items. Also, it was shown that being over-dependent on survey tools are open to question, in spite of being widely used.

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are ...

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are reflected in the students' short-term and long-term retention. The participants of the study comprised 310 Indian pre-university females. The results indicated that the students of experimental group outperformed both in short-term and long-term scores, portrayed the superiority of memory strategies in short-term and long-term retention. As many learners do not develop sufficient mastery of the vocabulary explicit instruction of memory strategies and giving strategy awareness can facilitate them to store and retrieve new vocabulary items. Also, it was shown that being over-dependent on survey tools are open to question, in spite of being widely used.

The present study was an attempt to compare the impacts of teaching through memory strategies on experimental group comparison to control group, where students were taught the meaning of new vocabulary items through giving synonyms and mini-contexts. The results are reflected in the students' short-term and long-term retention. The participants of the study comprised 310 Indian pre-university females. The results indicated that the students of experimental group outperformed both in short-term and long-term scores, portrayed the superiority of memory strategies in short-term and long-term retention. As many learners do not develop sufficient mastery of the vocabulary explicit instruction of memory strategies and giving strategy awareness can facilitate them to store and retrieve new vocabulary items. Also, it was shown that being over-dependent on survey tools are open to question, in spite of being widely used.