Speaker
Description
This study investigates the effectiveness of mnemonic acrostics (MAs) as a vocabulary learning strategy (VLS) to enhance vocabulary retention among Vietnamese B1-level English learners, while also exploring learners’ perceptions of the strategy. Using a mixed-methods approach, the research involved 60 participants from a private English center in a southern Vietnamese city. A quasi-experimental design was implemented, consisting of a pre-test, post-test, and a post-intervention survey to evaluate the impact of MAs on vocabulary acquisition and retention. The findings reveal that MAs significantly enhance vocabulary retention, particularly for higher-level CEFR vocabulary items (B2 and C2 levels). While traditional methods continue to play a vital role in language instruction, students reported frequent use of MAs and described them as engaging, accessible, and highly effective for learning and remembering new words. These positive perceptions suggest that MAs can serve as a valuable supplement to existing vocabulary teaching techniques. The study recommends that language educators integrate MAs into their instruction, ideally with the support of digital tools to increase learner engagement and personalization. It also emphasizes the importance of aligning strategies with students’ learning preferences. Further research with more diverse and larger samples over extended periods is recommended to validate and expand upon these findings.
Keywords: mnemonic acrostics, mnemonic devices, vocabulary, vocabulary acquisition, vocabulary learning strategies, vocabulary retention
Biography
Nguyen Phuong Trinh is an experienced EFL teacher and dedicated researcher with a Master of Arts in Linguistics, specializing in TESOL, from Benedictine University. She currently serves as a senior IELTS instructor at WESET English Center in Ho Chi Minh City, Vietnam. Her primary research interests include second language acquisition and task-based language teaching. Trinh is particularly passionate about adult education, focusing on learners who encounter persistent challenges such as fossilization and inequality. She strives to support those who are often marginalized in traditional learning environments, emphasizing the importance of inclusive and adaptive teaching methods. Her work is guided by the core belief that education should be a universal right, accessible to everyone regardless of their socioeconomic background, age, or prior educational experience. Through both her teaching and research, Trinh aims to create more equitable learning opportunities and empower students to overcome barriers and achieve their language goals.
