Memory Strategies in Vocabulary Learning
Evidence from Junior High School EFL Learners
Abstract
This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
References
Aksak, K., & Çubukçu, F. (2026). Social Sciences & Humanities Open Exploring the Interplay between Aptitude , Vocabulary Learning Strategies , and Achievement in Pre-service Language Teachers. Social Sciences & Humanities Open, 13, 102634. https://doi.org/10.1016/j.ssaho.2026.102634
B R, A., & G, B. (2023). Utilizing Blogs on ESL Learners’ Vocabulary Learning through Social Constructivist Theory: A Descriptive Study. MethodsX, 10, 101970. https://doi.org/10.1016/j.mex.2022.101970
Bilová, S. (2018). Collaborative and Individual Vocabulary. Studies in Logic Grammar, 53(66), 31–48. https://doi.org/10.2478/slgr-2018-0002
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of Processing: A Framework for Memory Research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/https://doi.org/10.1016/S0022-5371(72)80001-X
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Sage Publications (4th ed.).
Dörnyei, Z., Schmidt, R., & Schmidt, R. W. (2001). Motivation and Second Language Acquisition. Natl Foreign Lg Resource Ctr.
Farjami, F., & Aidinlou, N. A. (2013). Analysis of The Impediments to English Vocabulary Learning and Teaching. Journal of Language and Linguistics, 1(4–1), 1–5. https://doi.org/10.11648/j.ijll.s.20130101.11
Gavranović, V. (2019). Second Language Vocabulary Acquisition Enhanced by The Use of Technology. Modern Technologies in Language Teaching, 621–626. https://doi.org/10.15308/Sinteza-2019-621-626
Gu, P. Y. (2018). Validation of An Online Questionnaire of Vocabulary Learning Strategies for ESL Learners. Studies in Second Language Learning and Teaching, 8(2), 325–350. https://doi.org/10.14746/ssllt.2018.8.2.7
Habibullaevna, D. M. (2020). Modern Strategies and Innovative Technologies in Teaching English Vocabulary. The USA Jurnals, 02(12), 66–71. https://doi.org/10.37547/tajssei/Volume02Issue12-13
Hakem, H. (2022). Global Journal of Foreign Vocabulary Learning Strategies for Vocabulary Learning in Literary Texts. Global Journal of Foreign Language Teaching Volume, 12(4), 177–186. https://doi.org/10.1844/gjflt.v12i4.6425
Jin, X., & Luo, N. (2026). Working Memory Capacity and Lexical Retention in AI-Assisted Vocabulary Learning as Predictors of EFL Reading Comprehension. Acta Psychologica, 263, 106343. https://doi.org/10.1016/j.actpsy.2026.106343
Labontee, R. (2019). Questionnaire Instrumentation for Strategic Vocabulary Learning in The Swedish as a Second Language Learning Context. Studies in Second Language Learning and Teaching, 9(2), 313–349. https://doi.org/10.14746/ssllt.2019.9.2.4
Linda, A., & Shah, P. M. (2020). Vocabulary Acquisition Style in the ESL Classroom : A Survey on the Use of Vocabulary Learning Strategies by the Primary 3 Learners. Creative Education, 11, 1973–1987. https://doi.org/10.4236/ce.2020.1110144
Mahdi, H. S., Mohsen, M. A., & Almanea, M. (2024). Multimedia Glosses and Second Language Vocabulary Learning: A Second-Rpund Meta Analysis. Acta Psychologica, 248, 104341. https://doi.org/10.1016/j.actpsy.2024.104341
Mart, Ç. T. (2012). Guessing the meanings of words from context: Why and how. International Journal of Applied Linguistics and English Literature, 1(6), 177–181. https://doi.org/10.7575/ijalel.v.1n.6p.177
Nation, I. S. . (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge university press. https://doi.org/10.1017/CBO9781139858656
Putra, I. N. T. D. (2020). Vocabulary Learning Strategies Employed by Postgraduate Students of Mataram University in Academic Year 2014/2015. Journal of Ennglish Language Teaching, 2(2), 74–81. https://doi.org/10.33394/jo-elt.v2i2.2424
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual (1st ed.). https://doi.org/10.1057/9780230293977
Seffar, S. (2020). International Journal of Language and Literary Studies. International Journal of Language and Literacy Studies, 2(3). https://doi.org/10.36892/ijlls.v2i3.356
Teng, M. F. (2021). Language Learning Through Captioned Videos; Incidental Vocabulary Acquisition; 1. Routledge. https://doi.org/10.4324/9780429264740
Teng, M. F., & Zhang, D. (2021). Task-Induced Involvement Load , Vocabulary Learning in A Foreign Language, and Their Association with Metacognition. Sage Publications, 28(2), 531– 555. https://doi.org/10.1177/13621688211008798
Tonda, A., Pardo, R., REmolar, I., & Rossano, V. (2026). Educational games for learning vocabulary in English as a Foreign Language. Entertainment Computing, 56, 101070. https://doi.org/10.1016/j.entcom.2025.101070
Tuyen, L. Van, & Huyen, V. T. (2019). Effects of using Contextual Clues on English Vocabulary Retention and Reading Comprehension. International Journal of English Literature and Social Sciences, 4(5), 1343–1347. https://doi.org/10.22161/ijels.45.15
Viera, R. T. (2017). Vocabulary Knowledge in The Production of Written Texts : a Case Study on EFL Language Learners. Revista Tecnológica-ESPOL, 30, 89–105.
Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28(1), 46–65. https://doi.org/10.1093/applin/aml048
Yazidi, R. EL. (2023). The Impact of Individual Differences in Learning Styles on The Choice of Vocabulary Learning Strategies. World Journal of Advanced Research and Reviews, 17(02), 866–878. https://doi.org/10.30574/wjarr.2023.17.2.0340
Zakian, M. (2022). Using Mobile Applications for Teaching English Vocabulary to Young Language Learners ( YLLs ): Investigating the Short- and Long-term Impacts. Language Related Research, 13(5), 541–564. https://doi.org/10.52547/LRR.13.5.19
Zeng, Y., Kuo, L., Chen, L., Lin, J., & Shen, H. (2025). Vocabulary Instruction for English Learners : A Systematic Review Connecting Theories , Research , and Practices. Education Sciences, 15(3), 262. https://doi.org/10.3390/educsci15030262
Zhang, Q. (2025). Active Language Learning Strategies in Chinese University English Education : Effects on Proficiency , Motivation , and Teacher Engagement. Acta Psychologica, 261, 105914.
Copyright (c) 2026 Nurhafizah; Zulfah Fakhruddin, Ambo Dalle, Mujahidah, Magdahalena Tjalla (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:
- Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.jpg)
.jpg)
1.jpg)
.jpg)
