The Effect of Teaching Memory Strategies on Iranian EFL Learner’s Vocabulary Retention in Terms of learners’ Multiple Intelligences

Abstract

This study targeted to explore the effect of memory strategy on EFL learners’ vocabulary retention with a consideration of learners’ multiple intelligence. In this study, the memory strategy consisted of three parts of grouping, acronym and images. The participants of this study were 80 male and female EFL learners of intermediate level who underwent 12 hours of instruction in a language institute. They were chosen through convenience sampling and they then were randomly divided into an experimental group and a control group. The experimental group was directly taught how to implement memory strategies in learning vocabulary. A pre-test post-test control group design was carried out to collect the required data through vocabulary tests, memory strategy and multiple intelligence questionnaires. The results showed that the experimental group’s vocabulary retention statistically improved. Moreover, the relationship between MI and vocabulary retention of Iranian EFL learners was reported statistically significant. This positive relationship was particularly reported between existential MI, linguistic MI scores and spatial MI scores and vocabulary scores. The finding provided information on how to teach English vocabulary in EFL classes and also recommended that teachers exploit MI in the teaching processes. It also suggests that educators, learners, policy makers, material producers, and syllabus designers move from traditional-based approaches to more innovative ways of teaching vocabulary.

The Effect of Verbal-Linguistic Intelligence and Emotional Intelligence on Academic Achievement of Indonesian EFL Learners

“…Linguistic verbal intelligence is one of the nine multiple intelligences (MI) based on s theory of MI developed by Gardner in 1983. Intelligence mostly regarded as a one-single trait and was usually measured based on the one-dimensional concept of intelligence (IQ). Gardner's theory of MI states that this theory does not refer to just one general human intelligence (Abbassi, Hassaskhah, & Tahriri, 2018). It addresses a group of multiple intelligences, including linguistic (verballinguistic), musical, logical, visual, kinaesthetic, intrapersonal or interpersonal intelligence and naturalist and existential intelligences.…”

Students’ Perception of Using Memory Strategies Training for Vocabulary Development

“…111-112) stated that, "Little can be communicated without grammar, and nothing can be conveyed without vocabulary." This is further agreed by Abbassi et al, (2018) who mentioned that in our move to understand a language, a person's vocabulary is critical. Words are essential for communicating objects, acts, and opinions, according to Nation (2004).…”

“…People would definitely fail to express their intended ideas if they do not have access to language. Morra & Camba (2009) as cited by Abbassi et al (2018) stated that today, it is widely accepted that mastering a foreign language's vocabulary is one of the most important factors in both learning a native language and learning a foreign language. This is in accordance with Malaysian Education Blueprint (2013Blueprint ( -2025, in one of the eleven shifts where every child is hoped to be proficient in English as well as other languages.…”

Semantic Mapping or Rote Memorisation: Which Strategy Is More Effective for Students’ Acquisition and Memorization of L2 Vocabulary?

“…The effectiveness of memory strategies on students' retention of words has been the topic of many previous studies (e.g., Abbasi, Hassaskhah, & Tahriri, 2018;Ghorbani & Riabi, 2011;Nemati, 2013;Sagarra & Alba, 2006). The results from these studies showed the significant impact of memory strategies on students' retention of words on the basis that these strategies succeeded in activating the human mind to conduct high level of word processing.…”