Memory strategies for english language teaching.

Abstract

This study examines the use of memory strategies by English as a Foreign Language (EFL) teaching in secondary schools in Ecuador to improve their students’ academic progress and vocabulary acquisition. The study looks at the four main memory strategies from Oxford’s (as cited in Aljurbua, 2020) model: Creating Mental Linkages (CML), Applying Images and Sounds (AIS), Reviewing Well (RW), and Employing Action (EA). It is based on Vygotsky's (as cited in Riera Hermida et al., 2024) sociocultural Theory and cognitive framework like the Levels of processing (Craik & Lockhart, 1972, as cited in Aljurbua, 2020) and Dual coding Theory (Paivio, 1991, as cited in Al Abri et al., 2024). EFL teachers were interviewed one-on-one using a qualitative phenomenological approach to learn more about their teaching methods, perceived efficacy, and contextual difficulties. The results show that while AIS and EA are underutilized despite their demonstrated effects on engagement and retention and spaced digital review. The study further illustrates that these strategies conform to Ecuador’s national legal framework, notably the Constitución de la República del Ecuador (2008) and the Ley Orgánica de Educación Intercultural (LOEI, 2001), which prioritize student-centred, inclusive, and contextually pertinent pedagogy. This research offers practical recommendations for teacher training, curriculum development, and policy, promoting the systematic integration of evidence-based memory strategies to convert vocabulary instruction from more rote memorization into meaningful, equitable, and effective learning.