The use Oxfords memory strategies to improve vocabulary learning among eleventh grade EFL students in Oman

Since vocabulary knowledge has a significant role in mastering a foreign language and attaining good academic achievement, Omani students need to learn English vocabulary to obtain an educational qualification and to use English to communicate with English-speaking people. Omani eleventh-grade students need help utilising appropriate strategies for learning and memorising English vocabulary. They also have difficulty recalling words when they speak and write. This study explores the type of memory strategies used, the type of strategies preferred and the factors that influence the strategy used among eleventh-grade EFL students in Oman. A survey research design is used in this study. A group of 126 students participated in this study using convenience sampling. The researcher collected data using a questionnaire, a semi-structured interview and an observation checklist. The questionnaire data is processed using the descriptive statistical analysis method, involving mean and standard deviation calculations. Thematic analysis is used to analyse the semistructured interview data, and observation analysis is conducted to examine the classroom observation checklist. The results revealed that reviewing well ( ) is the most used category of strategies, followed by employing actions ( category of strategies. Through interviews, it is found that students prefer to use videos, other visual aids, gaming, or other competitive activities with their peers and friends. Moreover, Creating Mental Linkages (CML) strategies are being mainly used by teachers in their classrooms. The study findings would help the teaching community plan their vocabulary teaching strategies more effectively. Also, the curriculum developers could design tasks that improve vocabulary learning so that the students get ample opportunities to learn and use vocabulary through appropriate memory enhancing activities