Cognitive Mnemonic Strategies in EFL Vocabulary Learning: A Comparative Study of Rehearsal and Loci Methods

Vocabulary acquisition remains one of the central challenges in English as a Foreign Language (EFL) learning, particularly in contexts where exposure to authentic language input is limited. Memory-based instructional strategies have, therefore, attracted increasing attention in language pedagogy. The present study investigates the relative effectiveness of two mnemonic strategies-rehearsal and the method of loci-in facilitating vocabulary learning and retention among Iranian EFL learners. A quasi-experimental pretest-posttest nonequivalent groups design was employed with ۸۰ undergraduate students. Participants were assigned to either a rehearsal group or a loci group and received instruction on ۶۰ target vocabulary items across six sessions. Immediate post-tests and a delayed post-test administered four weeks later measured short-term learning and long-term retention. The results revealed that learners who used the method of loci significantly outperformed those who used rehearsal in both immediate recall and delayed retention. The findings suggest that although both strategies function as mnemonic techniques, the imagery-based and spatially organized encoding involved in the method of loci provides stronger retrieval cues and more durable memory traces. The study highlights the pedagogical value of elaborative mnemonic strategies in EFL vocabulary instruction.

کلیدواژه ها:

vocabulary learning ، mnemonic strategies ، rehearsal ، method of loci ، EFL learners ، retention