Browsing by Author "López Constante María José"

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    Mnemonic Strategies and English Language Vocabulary
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) López Constante María José; Silva Valencia Juan Carlos; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This study analyzed high school students’ perspectives on the use of mnemonic strategies for English vocabulary learning. A total of 70 students (36 males and 34 females) from 3rd BGU A and B at La Salle High School participated in this descriptive, non-experimental research. Data was collected through a survey with 21 items created using Google Forms, which was validated by a pilot test and expert review. The survey showed strong reliability with a Cronbach’s Alpha coefficient of 0.810, and its content validity, according to Aiken’s V coefficient, ranged from 0.80 to 1. The survey was designed based on three research questions aligned with the study’s objectives. The results revealed that students most frequently use mnemonic strategies involving pictures, the keyword method, and visualization to enhance vocabulary retention. These strategies engage multiple cognitive processes, such as visual memory and association, which help learners create stronger mental links to new vocabulary. By using mental imagery and familiar keywords, students find it easier to recall and apply new words in different contexts. Furthermore, learners mainly developed receptive and concrete vocabulary, while abstract vocabulary remains the most challenging. The study also found that vocabulary learning strategies promoted in the EFL classroom emphasize meaning-focused input and output, as well as fluency development. These findings provide valuable insights into effective vocabulary learning methods and suggest practical approaches for teaching English vocabulary through mnemonic techniques.