1. The effect of memory strategy training on vocabulary
development of Austrian secondary school students
Instructor: Dr. Pi-Ying ,Hsu.
Presenter: Sabrina, Wu.
Date: April 29, 2013.

2. Citation
• Sozler, S. (2012). The Effect of Memory Strategy Training
on Vocabulary Development of Austrian Secondary School
Students. Procedia-Social and Behavioral Sciences, 46,
1348-1352.
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3. Contents
Introduction Literature
Review
Methodology Findings Conclusion Reflection
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4. • As language teaching has improved along with various
techniques, language scholars became aware of the
importance of language learning strategies (LLS).
• Vocabulary is generally considered as the basic
communication tool, and often labeled as the most
problematic area by language teachers.
Introduction
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5. Purpose
• This study is to find out the effect of memory
strategies on vocabulary learning process based on
Oxford’s taxonomy of language learning strategies.
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6. Literature Review
Classification of learning strategies (Oxford, 1990)
Learning
strategies
Direct
Strategies
Memory
Strategies
Cognitive
Strategies
Compensation
Strategies
Indirect
Strategies
Metacognitive
Strategies
Affective
Strategies
Social
Strategies
Creating mental
linkages
Applying images and
sounds
Reviewing well
Employing action
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7. • Memory strategies (traditionally known as
mnemonics) have been found to enhance
remembering through the connection of new
knowledge with familiar words and images.
(Levin, 1983; Mastropieri, Scruggs, &Fulk, 1990)
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8. • Researchers also investigated the benefits of
memory strategies in language learning process of
kindergarten students.
(Kron-Sperl, Schneider, &Hasselhorn, 2008)
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9. Research Questions
1. What are the effects of memory strategies on
vocabulary development of intermediate level EFL
learners?
2. What is the difference between the treatment styles
in terms of post and long terms retention tests
obtained from the experiment?
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10. Methodology
Participant
20
Austrian
6 Turkish
students
the 8th grade of a
primary school
in Austria
at the age
of 14
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11. In the fall semester of 2010-2011
Lasted 12 weeks
Between the dates 15 of Oct. 2010 and the 15 of
January 2011
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12. Instruments
Questionnaire
Achievement tests
Long term retention
tests
50 questions
I know
I do not know
I am not sure
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8 13
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13. Data analysis
• SPSS version 15
• ANOVA test was used for pre, post and long term retention
test points comparisons.
• Fisher Least Significant Difference (LSD) test was used for
multiple comparisons.
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14. While scoring the achievement test…
• 1 score for the correct answers
• 0 score for the incorrect answers
• achievement test vary from 0 to 39
• lowest score available for the questionnaire was 50,
the highest score was 150
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15. Q1: What are the effects of memory strategies on vocabulary
development of intermediate level EFL learners?
1.54
7.77
Findings
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16. Q2: What is the difference between the treatment styles in
terms of post and long term retention tests obtained from
the experiment?
significant
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17. Conclusion
• It has proved that memory strategies help learners to integrate
with the language and learn the vocabulary, which helps to
recall them easily in the following phases of language teaching.
• Students should be trained about the ways of applying the
strategies into their own learning process.
• The memory based strategies are helpful for them to learn the
vocabularies and remember them in long term.
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18. Reflection
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