Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Abstract

Effects of using mnemonic associations on vocabulary recall of Iranian EFL learners were investigated in two separate experiments with adolescents and adults. In each experiment, the students were divided into two groups of experimental (mnemonic) and control (rote). Using a number of predesigned (the researcher-designed) associations as models, the students of the mnemonic groups were trained to generate mnemonic associations of their own for the new vocabulary words they had chosen to learn. Then, their use of the initial (previously student-designed) and the new self-designed associations was assessed by giving four recall tasks. The students of the rote groups, on the other hand, were instructed to learn the words through memorization and repetition. The data analyzed revealed that using mnemonic associations led to significantly better performance of the adult students when comparison was made with an external control group (rote group) and better performance of both adult and adolescent groups when comparison was made with an internal control group (when students used no association in mnemonic group). Furthermore, the higher performance of mnemonic groups who frequently reported using initial associations revealed that these had a significant role at vocabulary recall of students. Finally, mnemonic method significantly affected the vocabulary recall of adult students for both receptive and productive learning.

Fostering Vocabulary Memorization: Exploring the Impact of AI-Generated Mnemonic Keywords on Vocabulary Learning Through Anki Flashcards

“…One prominent mnemonic strategy, the keyword method, stands out for its efficacy in enhancing vocabulary acquisition, particularly in children and learning-disabled students (Mastropieri et al, 1985) findings reinforce the superiority of the keyword method over the context method in both immediate and delayed recall and recognition of vocabulary. Anjomafrouz and Tajalli's (2012) study further highlights the benefits of mnemonic devices, specifically among adult and teenage EFL students. The comparison of mnemonic associations with repetition underscores the superior performance of the mnemonic group.…”

Effect of Phonetic Association on Learning Vocabulary in Foreign Language

“…Cohen and Aphek (1980) stated that those using the association method learn memorizing words faster and are more successful in learning when compared to those not using that method. Anjomafrouz and Tajalli (2012), examining the rate of success of Iranian students in learning words by an association method, found that using mnemonic associations led to significantly better performance of adult students when a comparison was made with respect to an external control group (rote group) and better performance of both adult and adolescent groups when a comparison was made with respect to an internal control group (when students used no associations in the mnemonic group).…”

Mnemonic Learning Strategies in Improving Mastery of Tajwid Materials

“…The acronym method, (abbreviation or combination of letters) is a method used by PAUD Mikhrajul Ulum to make it easier for PAUD students to remember or memorize words and letters. This acronym method (Figure 3) is the same as the singing method (Amiryousefi & Ketabi, 2011;Anjomafrouz & Tajalli, 2012). However, this acronym method only uses word abbreviations or letter abbreviations such as the letters Idghom which are combined into the word yarmaluna (ya', ro', mim, lam, waw, nun).…”