Using Autonomous vocabulary Learning Strategies To enhance Writing Performance Among EFL Prep Pupils

Abstract

The purpose of the present study was to investigate the effect of using autonomous vocabulary learning strategies of oxford (mnemonics) to enhance writing performance of EFL preparatory pupils. The participants were second year pupils at El Hagah Safeya prep Institute in Cairo. Thirty pupils participated in each of the experimental and control groups. Both groups were pre-tested by using Vocab/ Writing Performance Test (VWPT) for equivalence in their writing performance. The experiment was conducted at the beginning of the second term of the academic year 2016-2017. The experimental group and the control group were post-tested by using the VWPT. Differences between the mean scores of the pre- and post-VWPT were calculated by using the t-test.