The Impact of Memory Strategy Instruction on Learners´ EFL Vocabulary Retention
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| Title | The Impact of Memory Strategy Instruction on Learners´ EFL Vocabulary Retention |
| Authors | |
| Abstract | The Depth of Processing Hypothesis (DPH) suggests that the more cognitively one is engaged in learning a word, the more likely it is to remember it later. This study was an attempt to test and substantiate this Hypothesis by assessing the impact of memory strategy instruction on learners´ short-term and long-term vocabulary retention. True experimental design was employed to study two classes of 40 randomly selected intermediate learners as control and experimental groups. Both groups were exposed to the same vocabulary learning activities; however, only the experimental group received the treatment regarding memory strategies. A 35-item vocabulary test was developed by the researchers based on the instructed material (the “Intermediate Vocabulary” textbook by B. J. Thomas). The reliability of the test was estimated 0.72 through KR-21 formula. The results of the first and second independent samples t-test analysis from the immediate and delayed post-tests indicated that the experimental group had a better performance than the control group on the delayed post-test only. Thus, the findings confirm the long-term effectiveness of instruction through memory strategies and support the DPH. |
| Publisher | ACADEMY PUBLISHER |
| Date | 2011-09-01 |
| Source | Theory and Practice in Language Studies Vol 1, No 9 (2011) |
| Rights | Copyright © ACADEMY PUBLISHER - All Rights Reserved.To request permission, please check out URL: http://www.academypublisher.com/copyrightpermission.html. |