Visual Mnemonic Technique : An Effective Learning Strategy

Authors

DOI:

https://doi.org/10.26817/16925777.1042

Keywords:

Adult Language Learners, English Learning, Images, Learning Strategy, Mnemonic Techniques, Visual Mnemonic Technique, Vocabulary Learning

Abstract

This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian  English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning.  The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary.  However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).

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Author Biographies

Parisa Farrokh, Islamic Azad University, Iran

Assistant professor, Department of English Language, Lahijan Branch, Islamic Azad University, Lahijan, Iran

is currently an assistant professor of the Department of English Language, Islamic Azad University of Lahijan Branch, Iran. She has published and presented some articles in different national
and international journals and conferences. Her areas of interest include learning strategy, applied linguistics and psycholinguistics.

Hengameh Vaezi, Islamic Azad University, Iran

Assistant professor, Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran

PhD in linguistics; interested in theoretical and applied linguistics as well; has taught different courses in English Teaching and Linguistics at post graduate levels & is an assistant professor in faculty English Language and Linguistics Department, Islamic Azad University, Rasht branch, Guilan, Iran. The author of over 17 scientific publications in different majors like Linguistics; Linguistic in teaching and translation; Teaching & Learning; Cross linguistic studies

Hamed Ghadimi, Islamic Azad University, Iran

Department of English Language, Rasht Branch, Islamic Azad University, Rasht, Iran

has received his M.A. in TEFL. He has graduated from Islamic Azad University, Rasht Branch, Iran. He has received his B.A. in English translation , from Islamic Azad University, Lahijan Branch. He teaches English in different institutes. He is interested in learning strategies and psycholinguistics

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Published

2021-12-17

How to Cite

Farrokh, P., Vaezi, H. ., & Ghadimi, H. . (2021). Visual Mnemonic Technique : An Effective Learning Strategy. GIST – Education and Learning Research Journal, 23, 7–32. https://doi.org/10.26817/16925777.1042

Issue

Vol. 23 (2021): GiST Education and Learning Research Journal

Section

Research Articles

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