Integration of keyword mnemonic strategy for vocabulary learning in efl 10th-graders at a private school in the city of Guayaquil in the scholastic year 2025 - 2026.

Abstract

Vocabulary constitutes the essential basis of communication. For this reason, students of a foreign language who cannot recognize the fundamental elements of a statement cannot actively participate in conversations. Within an EFL classroom, the scarcity of vocabulary tends to challenge the understanding of the target language and limits meaningful interaction. On the other hand, personal interest and motivation directly influence the learning process; therefore, it is necessary to apply didactic strategies that awaken curiosity and foster a positive attitude toward the study of a language. This project aims to analyse the process of vocabulary learning and examine how complementary tools, especially keyword mnemonics (KWM), can help overcome lexical difficulties among tenth-grade students in a private institution. The investigation was developed using a qualitative approach, whose instruments include structured and unstructured observation checklists and a teacher interview, with the purpose of tracking instructional strategies and student engagement. The results demonstrated the existence of a lexical gap that could be reduced using keyword mnemonics, which foster improved retention by creating multiple retrieval pathways through acoustic and visual stimuli. Based on these findings, a classroom intervention was designed, which includes a vocabulary booklet and monitoring procedures to evaluate its effectiveness.