The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners

Zeynab Khalafi; Mohammad Reza Oroji

doi:doi:10.11648/j.ijll.20160401.12

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The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners

Zeynab Khalafi, Mohammad Reza Oroji

Published in International Journal of Language and Linguistics (Volume 4, Issue 1)

Received: 15 December 2015 Accepted: 5 January 2016 Published: 11 January 2016

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Abstract

This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.

Published in	International Journal of Language and Linguistics (Volume 4, Issue 1)
DOI	10.11648/j.ijll.20160401.12
Page(s)	9-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Keyword Method, Long Term Memory, Mnemonic Device, Short Term Memory

References

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[18]	Rodriguez, M., & Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50 (2), 385-412.
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[20]	Sagarra, N., & Alba, M. (2006). The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal, 90(2), 228-243.
[21]	Scruggs, T. E., Mastropieri, M. A. Berkeley, S. L., & Marshak, L. (2010). Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence. Intervention in School and Clinic, 46(2), 79–86.
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Zeynab Khalafi, Mohammad Reza Oroji. (2016). The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 4(1), 9-13. https://doi.org/10.11648/j.ijll.20160401.12

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ACS Style

Zeynab Khalafi; Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(1), 9-13. doi: 10.11648/j.ijll.20160401.12

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AMA Style

Zeynab Khalafi, Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int J Lang Linguist. 2016;4(1):9-13. doi: 10.11648/j.ijll.20160401.12

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@article{10.11648/j.ijll.20160401.12,
  author = {Zeynab Khalafi and Mohammad Reza Oroji},
  title = {The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {1},
  pages = {9-13},
  doi = {10.11648/j.ijll.20160401.12},
  url = {https://doi.org/10.11648/j.ijll.20160401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160401.12},
  abstract = {This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.},
 year = {2016}
}

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TY  - JOUR
T1  - The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners
AU  - Zeynab Khalafi
AU  - Mohammad Reza Oroji
Y1  - 2016/01/11
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T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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PB  - Science Publishing Group
SN  - 2330-0221
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AB  - This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.
VL  - 4
IS  - 1
ER  -

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Author Information

Zeynab Khalafi

Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Mohammad Reza Oroji

Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran

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APA Style

Zeynab Khalafi, Mohammad Reza Oroji. (2016). The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 4(1), 9-13. https://doi.org/10.11648/j.ijll.20160401.12

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ACS Style

Zeynab Khalafi; Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(1), 9-13. doi: 10.11648/j.ijll.20160401.12

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AMA Style

Zeynab Khalafi, Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int J Lang Linguist. 2016;4(1):9-13. doi: 10.11648/j.ijll.20160401.12

Copy | Download

@article{10.11648/j.ijll.20160401.12,
  author = {Zeynab Khalafi and Mohammad Reza Oroji},
  title = {The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {1},
  pages = {9-13},
  doi = {10.11648/j.ijll.20160401.12},
  url = {https://doi.org/10.11648/j.ijll.20160401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160401.12},
  abstract = {This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners
AU  - Zeynab Khalafi
AU  - Mohammad Reza Oroji
Y1  - 2016/01/11
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20160401.12
DO  - 10.11648/j.ijll.20160401.12
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 9
EP  - 13
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160401.12
AB  - This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.
VL  - 4
IS  - 1
ER  -

Copy | Download