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A ten-task weekly working-memory strategy sequence embedded in EFL lessons

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The intervention consisted of ten weekly classroom tasks built around the Gathercole and Alloway (2007) strategies plus phonological-loop activities: reducing memory load with scrambled stories, color-coding verbs and nouns, word posters, Socrative and Kahoot quizzes, clustering with graphic organizers, KWL charts, and four listening-based phonological-loop tasks. Each task had printed success criteria. The authors chose these strategies because they "can indeed be incorporated into regular language lessons and do not need major adjustments from the teacher or the classroom setting".

Design Implications

Context

Requirements

  • Strategies are applied one per week over a ten-week period within regular English lessons

Constraints

  • The article does not report which individual strategy contributed most to the effect

Target Learners

  • undergraduate beginner (elementary-level) EFL students

Learning Goals

  • retention and retrieval of English vocabulary
  • use of past-tense forms in reading, writing, speaking and listening tasks

Claims

Examples

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Key Sources

  • Ibarra Santacruz, D., & Martínez Ortega, D. (2018). Can working memory strategies enhance English vocabulary learning? HOW, 25(2), 29-47. https://doi.org/10.19183/how.25.2.410
Page metadata
Field Value
type design
id ten-task-wm-strategy-sequence-efl
title A ten-task weekly working-memory strategy sequence embedded in EFL lessons
description The intervention consisted of ten weekly classroom tasks built around the Gathercole and Alloway (2007) strategies plus phonological-loop activities: reducing memory load with scrambled stories, color-coding verbs and...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — ibarra-santacruz-2018

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