Learning Styles and Keyword Association Variations on Vocabulary Retention

Abstract

The present study investigates the effect of learning styles and keyword method associations on English vocabulary retention of EFL learners. The study addresses the following questions: a) Does learning style of EFL learners affect EFL vocabulary retention performance? b) Are words of similar suffix presented in groups better retained than those presented randomly? c) Are words with keyword associations made by teachers better retained than those made by students? d) Do various keyword associations of English words affect vocabulary retention of learners? A total of 48 intermediate EFL learners joined the study. The independent variables include group vs. rote presentation, the learning styles (using VARQ questionnaire) as well as various keyword associations (teacher-made vs. student-made), whereas dependent variables are instant and delayed vocabulary retention measures. Results indicate some keyword associations are found distinct from others, and the interactions among independent variables were also found, yet failing to find any significance on learning styles.