Integrating learning strategies for efl learners’ vocabulary enrichment and retention: Applying KWS and MMS in Saudi classrooms

Norah Said Al-Malki

doi:10.21744/lingcure.v6nS2.2218

Authors

Norah Said Al-Malki
norahalmalki2030@gmail.com
PhD Holder, Imam Mohammad bin Saud Islamic University, Saudi Arabia

Abstract

This research investigates the impact of an integrated method based on Key-Word Strategy (KWS) and Mind-Mapping Strategy (MMS) on learning and retention of English vocabulary. The sample consisted of 80 Saudi female EFL students enrolled in the first grade of high school. The data were collected using pre-tests and post-tests and statistical analysis of the results compiled by employing a series of procedures, with all differences tested using statistical significance benchmark of 0.05. Results showed the outperformance of experimental group over the control group in the post-test. Similarly, the performance of the experimental group in the post test was much better than that in the pre-test. These results establish the positive impact of using the integrated method based on the MMS and the KWS for developing/ enriching and retaining vocabulary knowledge. The study recommends EFL teachers, learners and educational curriculum developers to integrate KWS and MMS in the Saudi context.

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