Learning strategies to improve long term memory of english vocabulary

Abstract

This study examines the impact that memory and cognitive learning strategies have on the improvement of long term memory retention and retrieval of English vocabulary on students of a level three heterogeneous classroom of the Institute of Languages at the University of Cuenca. The participants were 20 students, nineteen to thirty-two years of age, from different majors, who took an intensive required course, involving three teaching hours per day during four weeks. The intervention was integrated with the regular teaching from the main class instructor. The data was collected utilizing three research instruments: The Strategy Inventory Language Learning (SILL), used as a pretest; a modified version of the Vocabulary Knowledge Scale (VKS), used as a pretest, posttest and delayed posttest; and a seven-question questionnaire to elicit the students’ opinions regarding the strategies and the use of the strategies. The study showed that students used certain vocabulary learning strategies prior to the intervention. These strategies were not applied in the research, and had no connection with the obtained results. The impact that the applied learning strategies had on the improvement of long term memory retention and retrieval of English vocabulary was positive, since there were no significant differences between the results of the posttest and the delayed posttest. The qualitative data showed that the students had a positive opinion towards the memory and cognitive vocabulary learning strategies applied; also they started to use them in other areas of their studies and life