Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Abstract

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 such 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 students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that 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 and 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.