Foreign Language Vocabulary Retention: Investigating the Role of T-Coding Method in Comparison with Rote Rehearsal Learning

Aram Reza Sadeghi Beniss, Tahereh Ehsani Moghadam


English as Foreign Language (EFL) learners frequently encounter difficulties in applying disparate strategies or techniques in order to recall the unfamiliar vocabularies. Language learners use vocabulary as a mean of reception and expression to acquire and convey meaning. Therefore, being able to remember new and unfamiliar words is outstanding for their success. Allen (1999) states that “vocabulary instruction is one of those educational arenas in which research and best practice are elusive”. The present study was an attempt to compare the effect of T-Coding method and Rote rehearsal learning on Iranian EFL learners' immediate and delayed vocabulary retention. For this purpose, two intermediate classes from a private language institute in Karaj, Iran were initially selected and randomly assigned to one of the two learning conditions: T-Coding Method and Rote Rehearsal Learning. One meaning recall test was administered one day after the treatment to check the learners' immediate retention and the other one was given two weeks later to check the learners' delayed retention. The findings revealed that T-Coding method produced better recall compared to Rote rehearsal learning, it means that those who learned words via T-Coding method outperform well both in the process of immediate and delayed retention. Therefore, mnemonic devices should be given prime attention by either EFL material developers or instructors as an efficient technique for vocabulary instruction, acquisition, and retention.


Mnemonics, T-Coding method, Rote rehearsal learning, Immediate Retention, Delayed Retention.

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