شبكة المعلومات العربية التربوية

Research in the field of language teaching and learning reveals that mnemonics is one of the most effective language learning strategies for vocabulary. Researchers like Rasiban, et al. (2019); Levin (1993); Zulfa (2019); Kayaaltu (2018) suggest that using mnemonics to learn new vocabulary has a positive effect on vocabulary retention and retrieval. Research also shows however that students’ perceptions may encourage or inhibit the usage of any learning strategy depending on their perceptions of its effectiveness. Hence the importance of detecting learner perception about any learning or teaching device. Despite the above there is limited research about students’ perceptions about mnemonics as a language learning practice. In this study researcher attempts to look into student perceptions about effectiveness of using mnemonics for learning new vocabulary and mnemonic strategies that students prefer. Analysis of data also revealed challenges that students face when using mnemonics. Study results indicate that students perceive mnemonics as a useful tool for helping them remember and retrieve new vocabulary. They also consider it as a fun-infusing activity that has a positive effect on learning environment by encouraging creativeness and improvisation, cooperative learning, and helps personalization of their learning. Study also shows that challenges which some students face when using mnemonics may in fact result from problems in using that strategy rather than the strategy itself. Furthermore, study results indicate that students’ most preferred types of mnemonics are verbal and keyword. Students however indicated that learners should be given the freedom to choose mnemonic strategies that best suite required learning tasks and their learning style. (Author’s abstract)