A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition

The purpose of this study was to compare three learning strategies—differentiated according to Craik & Lockhart's (1972) “depths of processing” theory—for ESL vocabulary. Six intact ESL classes at two levels of proficiency were divided into three treatment groups (keyword, semantic, and keyword-semantic). These Arabic-speaking students then received 4 days of instruction. Both recognition and cued-recall instruments were used to measure effects both 1 day and 9 days after treatment. Cued-recall results immediately after treatment revealed that the keyword method facilitated vocabulary acquisition for lower-proficiency students. The delayed results for both the recognition and cued-recall tests suggested that the combined keyword-semantic strategy increased retention above the other strategies. Possible applications of these findings are discussed.