The Impact of Recall and Memory Strategies on English Additional Language Students’ Vocabulary Learning

This study aims to determine the impact of recall and memory strategies on English Additional Language (EAL) students' vocabulary learning. The research focuses on high school students aged 15-16 and uses surveys, questionnaires, and interviews to gather data. The results suggest that memory strategies and recall have a significant impact on EAL students' vocabulary learning.

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The Impact of Recall and Memory Strategies on English Additional Language Students’ Vocabulary
Learning
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Abstract
The study is targeting to explore the Impact of Recall and Memory Strategies on English Additional
Language Students' Vocabulary Learning. The research, therefore, will try to determine the effects of
memory strategies in EAL. In order to get adequate data related to the study, the general research
comprises High school student’s ages 15-16 grade 10 participants. The use of survey method, use of
questionnaire and interviews were used to determine the impacts recall and memory strategies to EAL
student’s vocabulary learning. The participants were divided into different groups whereby different
levels of mastering the vocabularies were used to ascertain the research. The participants were trained
on how to capture certain vocabularies. In addition, the participants were trained on how to implement
memory strategies in learning the vocabularies in the class. During the study, a pre-test and post-test
were carried to support the aim of the research. In addition, a questionnaire was also used to determine
the reliability of the results obtained during the study. A small group of the participants was trained on
the memory strategies on mastering vocabularies that is the keywords and the semantic map. On another
hand, another group was involved in 2 day session per two weeks. After completion of research data
was collected and the results presented by use of tables as indicated in the appendix of the research. In
general, the results obtained suggested the impacts of memory strategy and recall in EAL student's
vocabulary learning. The overall impact was based on the strategy of training that enhances the memory
and cognitive strategy in mastering vocabularies.

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Table of Contents
Introduction 1
Background 1.1
Statement of Problem 1.2
Purpose of Study 1.3
Research Questions 1.4
Hypotheses 1.5
The Rational of the Study 1.6
Literature Review 2
Overview 2.1
Conceptual Analysis 2.2
Theoretical Framework 2.3
Information Processing Theory 2.3.1
Sensory Memory 2.3.1.1
Working Memory 2.3.1.2.
Short-term Memory 2.3.1.2.1.
Long-term Memory 2.3.1.2.2
Review of Related Studies 2.4
Theoretical Consolidation 2.5.
Methodology 3

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Overview 3.1
Research Approach 3.2
Pre-test
Post-test
Participants 3.3
Research Design and Context 3.4
Data Collection 3.5
Limitation of the Study 3.6
Ethical Consideration 3.7
Reliability, Validity and Feasibility of the Data 3.8
Accessibility 3.9
Results, Discussion and Data Analysis 4
Conclusion and Recommendation 5
References 6
Appendix 7
Figures and Tables 8

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1. Introduction.
Generally, the principally component of language is the capturing of the key vocabularies which aid in
boosting the level of language one has. Mastering key words and their uses is difficult than learning the
language. Some of the schools are teaching word list as a discrete point in learning that is more
communicative (Bedore, Pena, Griffin & Hixon, 2016 p.45).Therefore, one can argue that lexicon is a
core part of linguistic since it helps the leaner to learn the language and at the same time communicate
in a proper manner. The impacts of recall and memory strategy are the main concept which will
determine the usage and mastering of word stock. However, vocabulary learning and retention posses is
a big challenge to learners.
The word recall refers to the ability to remember a certain concept. The issue can either be remembering
a class work, remembering a certain incidence or even remembering personal issues. The concept of
recall is based on the ability to retain information (Bishop, Snowling, Thompson & Greenhalgh, 2016
p.54). On another hand, the concept of memory strategy is explained in different perspectives. Memory
strategy will account for creating a mental linkage, reviewing concepts and also employing actions when
interpreting figures. Some of the main concepts describing memory strategy in vocabulary mastering
include the issue of grouping, ability to make acronym and also the ability to use the appropriate
imagery selected in learning vocabularies in the class. Grouping based on memory strategy will
constitute classifying language material into different meaningful context thus making it easy for
learners to understand. Different researchers try to explain how the use of acronyms in replacing new
words aids in vocabulary learning and mastering. Therefore, through the entire research, the issue will
be determining the impacts of recall and memory strategies in EAL students in vocabulary mastering
and learning in school (Chen, Tan & Lo, 2016 p.578).
1.1 Background

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In history, different researchers have clearly explained how the issue of vocabulary mastering and
retention was ignored at different institutions. A large number of learning centers were not emphasizing
on vocabulary learning and retention until 1990 when the society started acknowledging the work of
vocabularies in grammar (Choi, 2017 p.123).Vocabulary mastering and retention is an avoidable activity
by any learner in school. This means that for the learners to be eloquent then they need to know the need
for recall and use of appropriate memory strategies that will aid in vocabulary mastering and retention.
Therefore the entire study will include those impacts which are related to the recall and memory started
of EAL student's vocabulary learning (Arya, Hiebert & Pearson, 2017 p.76).
1.2 Statement of Problem
The statement of purpose is based on the impacts of recall and memory strategies in EAL student's
vocabulary learning. The idea is determining how recall have impacts on EAL learners in vocabulary
learning and the results on how memory plays a key role in EAL students in learning vocabularies. The
data obtained will expand on the goals of the research thus coming up with an appropriate
recommendation on the topic of study during the study (Christiansen & Chater, 2016 p.189).
1.3. Purpose of the Study
The main purpose of the research is to determine how recall and memory strategies in EAL learners
helps in mastering vocabularies. The memory strategy and recall will reveal the levels of retention when
learners are learning the concept of vocabulary in the school.
1.4. Research Questions
Some of the research question identified during the study include;
Does recall strategy have any significant impact on EAL learners' vocabulary learning?
What is the impact of memory strategy on EAL students' vocabulary learning?

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1.5. Hypotheses
The following null hypothesis were formulated for the above-mentioned research question:
Recall strategy has a significant impact on EAL learners' vocabulary learning
Memory strategy has no significant impact on EAL learners' vocabulary learning.
1.6. The Rational of the Study
The research is trying to outline how the recall and memory strategy will affect EAL learners in
vocabulary mastering and learning. Through the research question, the overall data collected will aid in
encouraging future research (Chukharev-Hudilainen & Klepikova, 2016 p.176). The hypothesis
employed in the study will account on how vocabulary learning is retained through recall and memory
strategy. Through the work methodology, the research will able to indicate the procedure needed in
collecting and interpreting the importance of data results and discussion based on future
recommendations needed to handle the subject matter of the research.
2. Literature Review
2.1. Overview
Researchers clearly try to compare the issue of recall and memory strategies when learning
vocabularies. The retention capability attributed by the memory will determine the ability to master
word. Therefore the entire literature review will try to compare different arguments raised by different
researchers on how memory strategy and recall will determine the vocabulary learning by the EAL
students. Most of the researchers have been determining the effectiveness of vocabulary strategies and
vocabulary retention which is based on retention capabilities exhibited by an individual (Davis & Fan,
2016 p.176).
2.2. Conceptual Analysis

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The section is based on different researchers have explained on learning through context. According to
Denhovska, Serratrice and Payne (2016) learning through context is a mirror image which helps
students to inference how different words means based on the clues available in the context. The
literature, in general, suggests key strategies which will be used for driving the vocabulary from out of a
certain context. The conceptual analysis will be based use of helpful ideas which brings out a wide view
on a certain meaning of a word.
2.3. Theoretical Framework
The theoretical framework on vocabulary learning by the students will be based on the information
processing theory. The entire concept is therefore supported from different information explained by
different authors who elaborates the issue of sensory memory and working memory. The two levels try
to reveal how different concepts such as repeated exposure to vocabularies can help learners to master
words in the class. Most of the findings fully describe how EAL students can utilize repeated
opportunities to learn and master vocabularies. Filipović (2018) that the association of vocabularies with
figures or topics will help a Lerner to recall a certain vocabulary in class.
2.3.1. Information Processing Theory
The concept of Information Processing Theory according to Franciosi (2017) is based on the cognitive
strategies (p.76). Different authors have argued that it is important for all human beings to understand
the effects of acquiring and producing what one has acquired. This means that the cognitive strategies
catalyze the impacts to recall vocabulary and at the same time the capability to boost the memory
strategies.
2.3.1.1. Sensory Memory
The concept of sensory memory as described by different researchers is related to the concept of
memory vocabulary strategies. Researchers indicate that sensory memory will dictate how vocabulary

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can be learned by either direct international learning or the incidental learning process (Hazaea &
Alzubi, 2016 p.45).The incidental learning is only applicable to smart learners who are able to capture
the vocabularies without much struggle. The sensory memory sometimes it is relevant to the concept of
imagery. Researchers shows that use of imagery in learning vocabularies will help learners to recall and
memorize the vocabularies learn by EAL in the class. Therefore at these level memory strategies are
applicable as illustrated by the use of imagery in learning vocabularies (Ho, Hsieh, Sun & Chen, 2017
p.54).
2.3.1.2. Working Memory
The issue of working memory is to analyze the effects of mnemonic work. Different research clearly
explains how working memory will help in retaining issues when learners are learning a certain
phenomenon (Jafari & Chalak, 2016 p.176).Therefore, according to current research working memory
helps the learner to retrieve appropriate information related to the certain concept in class. The
information retrieved from the memory can either be about vocabulary or even related to any class
concept. Reports show that working memory will also in the position to correlate concepts such as
creating mental links, use of imagery and also responses related to groupings as elaborated in the
introduction part of the study.
2.3.1.2.1. Short-term Memory
Mohsen (2016) argued that those learners with short term memory tend to experience difficulties in
recalling the vocabularies learned (p.54). This shows that short term memory individuals are unable to
store the information for quite a long time. Failure to retain the meaning of words possess a big
challenge for short term memory learners since are unable to store appropriate information and retrieve
it when needed. The short term memory is therefore geared by use of pictures, diagrams, and charts so
as to help learners to refer when learning vocabularies.

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2.3.1.2.2. Long-term Memory
Different researchers have clearly argued on the long term memory. Porter (2016) explains how
vocabulary is an important component and beneficial to EAL learners. Reports show that intended
information cannot be transmitted fluently without any use of vocabulary. The long term memory is
therefore attributed to how vocabulary is the key concept in communication. Sometimes one may wish
to use a certain vocabulary but he may lack adequate knowledge describing the word. This shows that
one becomes stymied because he or she is not in the position to remember a vocabulary to support his
words. According to Teng and Zhang (2016) long term memory, therefore, emphasizes the need to come
up with the positive perspectives that will help learners in building up and storing words in their
memory.
2.4. Review of Related Studies
Some researchers have tried to explain the key strategies which help in learning vocabularies in school.
Researchers such as An, 2006; Chia-Wen Chuck, 2008; Nemati (2009). An (2006) selected the
appropriate strategies to teach 12 sixth graders and 11 fifth graders on key methods used in mastering
vocabulary. Some of the strategies employed by the authors include grouping words together, use of
flash cards, employing a written repetition and the issue of verbal repetition. In addition, the authors
argue on use of keyword methods, studying the sound of a word, studying a word with a pictorial
representation of its meaning and writing words in their personal word notebooks. The authors reveal
that students with high perception are able to manage different strategies and at the same time use the
same strategies to learn different vocabularies.
Chia–Wen Chuc (2008) in his research he elaborated on the impacts of memory strategy instruction to
the elementary schools. Those students who were exposed to constant instruction were seen to have
improved in learning vocabularies. Instruction on how to learn vocabularies helps in improving memory

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strategies through training. Through the improved memory strategy, the elementary students were able
to learn word spelling capabilities that aid in understanding vocabularies in class.
In addition, Nemati (2009) in his research determined the impacts of teaching through the use of
memory strategies. In his study, Nemati used experimental group and compared it to the control group.
Synonyms and mini-context were used at this level and the results obtained reflected on long term
retention and short term retention. The general results indicated that the experimental group was
outperformed by the control group in both concepts related to long term scores and short term. This, in
turn, revealed how memory prowess was at a high level in short term and long term retention
capabilities.
2.5. Theoretical Consolidation
Ushioda (2016) shows that the memory strategy and vocabulary retention are based on the impacts of
recall and memory strategies in learning (p.126). Teaching grammar rules and vocabularies will help
learners to master everything. The study done last year aimed at identifying the retention time
experienced in human memory. Through the study, the learners familiarized himself with cognitive
concepts related to vocabulary learning.
3. Methodology
3.1 Overview
This methodology section was important for the research in order get first-hand information that is
comparable in reaching the goals of the research, the participants and data collection to be used in this
case are important as the main section of the research. They are expected to provide a comprehensive
and accurate data from their experiences regarding memorization of the English language vocabularies.
This methodology section offers provides the needed research design, pre and posttests study, the ethical
consideration, constrains of the research study and how the data needed was accessible, reliable, feasible

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and valid over a given period of time (Alhaisoni, 2012,p.115). Therefore, this particular methodology
section was used as a basis for giving the precise research results in order to come up with
comprehensive recommendation strategies and conclusion hence achieving the goals of the research.
3.2Rserach approach
Instrumentation proficiency test was used as pretests by the participants in research. Different
researchers clearly outlines how speaking and listening are not usually taught to the learners in the XYZ
schools but the research tried to use the appropriate tests so as to collected the relevant data of the study.
In order to capture the relevant data the Nelson tests techniques were needed for various reasons. First it
was used to first homogenize the sampled participants used in the research (Amiryousefi & Ketabi, 2011
p.118). The language tests used exactly 50 multiple choice materials that aimed at testing the
grammatical errors and English language vocabularies. The main aim was to allow participants select
the suitable word that could fit the sentences used in study.
In addition, the research method incorporated the issue of teacher made vocabulary tests that was
identified as post test. It consisted of open ended questions that needed short answers from the students.
The educator offered English related words in one column thus requiring the participants write the same
content and format.
This particular study was literally based on the given pretest control group design. This means that it
was an experimental resercah.in this specific investigation, only qualitative methodology was properly
utilized so to ensure complete reflection on the data set needed.th research author used various tests and
close ended questionnaires which offered a tentative and qualitative data set (August & Shanahan,
2017,p.34). The members of the existing experimental and focus groups were well taught

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Also a part of the methodology section in this key study, various survey were used in the field research
work. Phone and face to face interviews were also organized and conducted to participant members
including the students and teachers existing them in the XYZ schools.
In this specific research it is evident that 3 learning strategies and the existing scores which showed on
the students MI were taken into account so as to be able to finds its relationship with the English
language vocabulary scores (Carpenter, and Olson, 2012,p.65). The students in the existing focus
control group acquired a particular routine treatment in order to identify the effects of the recall and
memory strategies on English language vocabulary specifically in the XYZ schools. In this section,
vocabulary was specifically seen as dependent factor and an existing moderator factor. Mostly
moderator variables involves kind of independent variable which might not be typically the critical
focus of this study.
3.3 Participant
In this research study in order to give out the much needed information, it’s evident that 93 male and
female results within the age group 19-34 years were needed to be key participant members in this
study.
3.4 Research design and context
The research design was experimental
The min study started within selecting 93 students in a random manner. They were offered nelson tests
plus 30 more participants whose physical and mental characteristic were used as the control experiment.
The given test used in the study aimed at identifying the hypothesis of study that is there is no
significance different between the levels of language used by the learners (Cohen, 2014 p.73).The total
amount of the given subjects were also elected among the students whose scored well during the test
with inclusion of one standard deviation concept that was relevant to the study. 39 out of 93 participants

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took part in research course so as to give results that can be compared with the data for active
participants in the research.
3.5 Data collection
As seen above the method used for data collection involved the following;
 Use of surveys
 Questionnaires
 Phone and face to face interviews
 Previous reports from government data bases
 Articles, observation, and the internet
3.6 Limitation of the study
This particular study was limited on the number and age of the participants. This particular study can
offered theoretical and practical implications on the research. The data collection methods used were
complex and did not focus on the students who were affected by various environmental and cultural
factors like diversity since it only majored in the English language. This can be deemed as a biased
research study since most of the students in the world were not given a platform or an opportunity to
offer important data (Ehri 2014, p.56).This study is also limited in it only provides the impacts
suggesting that teachers, students, policy makers and material producers or curriculum designers employ
memory strategies for teaching the theoretical aspects rather than even the practical parts which are also
important.
3.7. Ethical Consideration
The main ethics in this study that was properly utilised involves honesty and transparency. This might
be in the form where honesty values were highly required during collection of data and the schools

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where the interviewees needed to be quite transparent in offering maximum information that was not
bias, exaggerated or unreliable.
In this study it was important to focus on good ethical behaviour during handling the participants who
were to give the required information (Engh 2013, p.78).
The community cultural ethics was also an important goal to be considered in the research since
diversity of the English communities was also taken into account.
It was equally important to consider ethical practices like keeping of the secret data where the
participants did not want publicity. This research thus kept a close ethical code of ethics an principle sin
order to make the research study a successful one since it involve active engagement with members of
the public and other personal behaviours of teachers and students in the xyz schools.
3.8. Reliability, Validity and Feasibility of the Data
The data set acquired was highly reliable, valid with a given period of time and quite feasible. This
because the information was received primarily under past experience of participants and the current
experiences. The data was reliable since it involved interviews survey and comparison with other
previous data set on the government data bases, reports from the internet and also questionnaires (Gass,
and Mackey, A., 2013,p.5). The questionnaires distributed were quite simple hence their les complexity
enabled the participants to focus on the deeper personal memories hence offering a comprehensive and
transparent reflection.
This information was valid for a very long time since the questionnaires, audio visual recording of the
interviews are permanent storages system of important data inn this current era. Hence the data set
required was meant to be stored accurately for a very long time even to be used in further future
research work.
3.9 Accessibility

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The researcher is quite a well accessible since she is an EAL teacher in the same school. This means that
she has had an easy time accessing all the given participants, data and all the needed materials for the
research work (Gilakjani & Ahmadi, 2011, p.33).
Also, the research participants and data was easily accessible. The participant engaged were from
reachable areas where their accessibility was not minimised.
The proposal and some of the research findings were also available in the sample questionnaires and the
website in order to acquire a significant overview of the purpose of the research study.
4. Results of the research
The investigation of the study, other methods of data collection and performed analysis after the data
collection of the research was offered by use of inductive result measures. The given results of this
investigation analysis is closely related to the comparison between training on recall and use of
memory strategies. The research shows that there is no significant difference between recall strategies
training and memory cognitive strategies as used by learners on vocabulary use in language. Thus the
hypothesis has not been entirely rejected (Gorjian et al, 2011 p.385).
The results indicates that the use of 2 strategies of memory are impacted by recall and memory training.
This shows that memory training strategies highly enhance both recall and memory strategic uses on the
English learning vocabulary.
Discussion
The study revealed that those participants who were using 2 memory strategies are not able to capture
the vocabulary use as compared to participants were trained by various means such as cognitive
improvement and increased use of memory strategies on memorizing vocabularies when learning. This
shows that the use of cognitive approach and use of memory strategies gears the mastery of words thus
enhancing comprehension of vocabularies.

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Therefore, it shows that memory strategies basically have beneficial results to the XYZ learners in
comprehending vocabulary related concepts (Gorman 2012 p.56). However, the main idea is that use of
memory strategies has ethical behavior effects on the metacognitive strategy. Gorman (2012) shows that
memory strategies in mastering language improves the metacognitive cycle thus helping learners to
retain what they have learned. Also, metacognitive concepts helps the students to comprehend the
meaning of the word by creating an imagery related concept which triggers ones memory to recall the
exact meaning of word. In simple words the strategies will assist learners to have a clue or a close
meaning of the concept.
The present examination was an endeavor to look at the effects of educating through memory
procedures on test bunch correlation with control gathering, where understudies were shown the
significance of new vocabulary things through giving equivalent words and small settings. The
outcomes are reflected in the understudies' present moment and long haul maintenance. The members of
the examination contained 310 Indian pre-college females (Jia, Chen, Ding & Ruan,2012 p.66).The
outcomes demonstrated that the understudies of test bunch beat both in present moment and long haul
scores, depicted the predominance of memory methodologies in present moment and long haul
maintenance. The same number of students don't create adequate authority of the vocabulary
unequivocal guidance of memory procedures and giving system mindfulness can encourage them to
store and recover new vocabulary things. Additionally, it was demonstrated that being over-subject to
study devices are available to address, regardless of being broadly utilized.
He translated this to imply that students had occupied with increasingly complex dimensions of data
handling thus had more prominent long haul review (Macedonia, Müller and Friederici, 2011,
p.65).Straightforward practice of words without handling data at an unpredictable dimension would not
help long haul word maintenance .As per the profundity of handling speculation, exact intellectual
preparing and control of a word would advance its learning.

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While doing replicating vocabulary works out, students did not take part in mental activities at complex
dimensions. As per Oxford (2013) students had more noteworthy long haul review of the objective
words since they occupied with top to bottom data preparing. Interestingly, essential and straightforward
practice with no top to bottom preparing of data would not upgrade students' long haul maintenance of
words.
As indicated by Radwan (2011) students had more prominent long haul review of the objective words
since they occupied with top to bottom data preparing. Conversely, essential and straightforward
practice with no inside and out preparing of data would not improve students' long haul maintenance of
words. Accordingly, the pecking order vocabulary practices affected student's procurement of words
since they support muddled commitment for word mastering at a relevant period.
The discoveries of this investigation affirm the long haul viability of guidance through memory systems
and bolster the DPH.
Language learning methodologies goes back to the1960s and analysts have had numerous distributions
on vocabulary learning since the 1990s. Different authors shows that learners overlook quite a bit of
what they realize meaning that memory methodology guidance can result in dependable learning
without expanding study time (Smith et al 2013,p.274).The adequacy of profound dimension preparing
on vocabulary maintenance has been affirmed by numerous analysts. In studies, groups that were
instructed with techniques joining profound dimension preparing normally held essentially a greater
amount of the vocabulary than their partners who utilized repetition remembrance or individual
retention systems.
The viability of profound dimension preparing on vocabulary maintenance has been affirmed by
numerous analysts. In studies, bunches that were educated with techniques fusing profound dimension
handling normally held essentially a greater amount of the vocabulary than their partners who utilized
repetition remembrance or individual retention (Sundqvist & Sylvén, 2014 p.67). Nonetheless, different

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investigations have discovered that more noteworthy intellectual contribution may not really create
higher maintenance when the measure of time given is considered.
Then again, vocabulary can be adapted deliberately through certain techniques. Among de-
contextualized vocabulary retention procedures, memory methodologies including profound semantic
handling of targeted word. This has been described as the most successful concept than remembrance
systems which comprises the shallow preparation when it comes to language mastering for example,
oral repetition reiteration.
Additionally, they are a long way from empowering the understudies to be dynamic in the learning
procedure, and they depend on retention. There are some exploration discoveries that show understudies
have confronted issues during the time spent getting, recalling, adequately utilizing, holding the
scholarly vocabulary things, and prospering their vocabulary information limit in the traditional
techniques (Vandergrift,. and Goh, 2012,p.57). Learning and maintenance of the words and utilizing
them adequately can be conceivable through qualified learning and understudies' dynamic interest in the
learning forms.
The research was concluded by appreciating the issue of memory procedure in mastering vocabularies.
In general, outcomes of the study detailed a factually critical distinction between the control and test
concept based on vocabulary use. The trial bunch performed superior to anything the control bunch in
vocabulary maintenance improvement. In this manner, the outcomes repeated the long haul impact of
instructing through memory procedures. In different words, just 4% of the cerebrum is dynamic amid
customary language education. To put it plainly, the primary invalid theory could be rejected by the got
outcomes. The research shows that it entirely dependent on the speculation of profundity on handling
critical words which improves language masterly. As indicated by this hypothesis, it is the idea of the
psychological procedures that decides durable data. Psychological procedures let data be well-recalled
(Vidal 2011,p.219).While for the time being, it is workable for the data to be prepared at any dimension,

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in the long haul, the data should be handled at the profound, important route so as to be recollected. This
was a deciding idea since it cleared up the way that the long-term review can't be improved just by basic
redundancy.
Conclusion and recommendation
For better training and use of both recall and memory training, teachers need to have more materials and
time in helping the student in interesting vocabularies which does contribute in reducing boredom
(Winke 2013 p.109). Learners should familiarize themselves with trained concepts based on learning
style and language traits. Through this analogy learners will aim at making ample knowledge and power
over their personal understanding on use of vocabularies in their language.
In general, the research indicates the impacts of recall and memory strategies. From the findings it's
clear that those EAL learners are educated through memory training are able to understand and retain
the vocabularies as compared to those who were subjected to recall concepts(Vanderplank,2016
p.49).Basically, the research clearly articulates the positive impacts associated with memory strategies
in learning vocabularies. As identified in the literature review the issue of long term memory is achieved
through supporting the metacognitive strategies in learning vocabularies. Training learners on how to
retain the vocabularies learned in the class will help in mastering the vocabularies. This, in turn, will
induce changes in the communication of the student and also improving the language masterly at large.
Most of the EAL students who prefer the issue of cognitive strategies when comprehending vocabularies
will be in a position to experience more impacts related to memory strategies related learners. The issue
of recall in teaching vocabularies may be affected by different social concepts which may lead the
learners forgetting the core concepts and ideas needed in mastering vocabularies in class. In addition,
the general school curriculum should aim at encouraging students to work hard when mastering the
vocabularies. According to Wright and Cervetti (2017) combining all the strategies needed in learning
vocabularies will help in handling communication challenges which are experienced by someone when

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he lacks words to explain a certain issue (p.43). The other issue which will help EAL learners on
mastering and retaining vocabularies is the issue of creating adequate time that will help in revision. The
assumption at this level is based on long term memory as explained in the literature review.
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Appendix
Expected time scale of the research
Year Activity Time Budget in $
1 Topic research
Research questions and
hypothesis formulation
3 months 1,0000
2 Collection of data
Through interview sessions
Questionnaires pamphlets
Audio visual recording
6-7 months 20,000

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3 Implementation of the research
printing
2 months 15,000
Fig 1.1 Memory process and structure

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Fig 1.2 Recall and memory strategies results