Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 9 (2025)

Mnemonic Instructional Strategies and Vocabulary Knowledge of English Students: A Mixed Method Study

Reveca Paquinol | Evelyn Cañete

Discipline: Education

 

Abstract:

This mixed-method study investigates the impact of mnemonic instructional strategies on the vocabulary knowledge of English major students to address effective approaches for vocabulary learning. Quantitative data were collected to analyze students experiences and perceptions, while qualitative insights were derived from focused group discussions and in-depth interviews. The findings reveal high level of mnemonic strategy use, particularly in motivation, learning context, and vocabulary retention, as well as vocabulary meaning. However, statistical analysis (Mean, R-value = - 0.020, P-value = 0.805) showed no significant relationship between mnemonic instructional strategies and vocabulary knowledge. Qualitative analysis provided richer insights into students experience, revealing themes such as challenges in implementing strategies, enhancing vocabulary retention, and optimizing mnemonic techniques to effectiveness. Themes such as simplicity, contextual use, active engagement, and institutional support further highlighted areas for improvement. This study contributes to the research field through offering integrated quantitative and qualitative insights that emphasized the importance of adopting and personalizing mnemonic strategies to enhance vocabulary retention and use. Recommendations includes fostering consistent practice, exploring diverse mnemonic techniques, and integrating supportive instructional measures.



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