Keywords
Memory-enhancement
Vocabulary instruction
TOEIC preparation
How to Cite
Abstract
For many Taiwanese EFL learners, preparing for the TOEIC Listening and Reading Test is challenging, particularly due to limited vocabulary knowledge. However, relatively little research has examined the effectiveness of memory-enhancement techniques in vocabulary instruction within TOEIC-oriented contexts. This study investigated an 18-week vocabulary course incorporating memory-enhancement techniques for fourth-year Taiwanese junior college students. A one-group pretest–posttest quasi-experimental design was employed. Based on pretest vocabulary scores, participants were classified into high-, intermediate-, and low-proficiency groups for comparative analysis rather than differential instruction, as all students received the same treatment. Data were collected through a pretest, 12 quizzes, a posttest, and a questionnaire. Results showed steady progress, higher posttest scores, and positive perceptions. The findings suggest that memory-enhanced vocabulary instruction effectively supports TOEIC preparation. This study contributes to the literature by providing empirical evidence of the effectiveness of long-term, memory-enhanced vocabulary instruction for TOEIC preparation in Taiwanese EFL contexts.
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