Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters

ilustraciones, gráficos, tablas

Autores:: Lasso Zota, María Camila

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Unidad Central del Valle del Cauca

Repositorio:: Repositorio Institucional - Unidad Central del Valle del Cauca

Idioma:: eng

id	Uceva2_1044e50c9c611e14a9bb5ee45ea4cb45
oai_identifier_str	oai:repositorio.uceva.edu.co:20.500.12993/4845
network_acronym_str	Uceva2
network_name_str	Repositorio Institucional - Unidad Central del Valle del Cauca
repository_id_str
dc.title.eng.fl_str_mv	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
title	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
spellingShingle	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters Estrategias mnemotécnicas Aprendizaje de vocabulario Herramientas digitales Inglés como lengua extranjera Mnemonic strategies Vocabulary learning Digital tools English as a foreign language
title_short	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
title_full	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
title_fullStr	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
title_full_unstemmed	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
title_sort	Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters
dc.creator.fl_str_mv	Lasso Zota, María Camila
dc.contributor.advisor.none.fl_str_mv	Salazar Chica, Manuel Alejandro
dc.contributor.author.none.fl_str_mv	Lasso Zota, María Camila
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0001-5633-7268 https://orcid.org/0000-0001-5633-7268
dc.contributor.cvlac.spa.fl_str_mv	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001661885
dc.subject.proposal.spa.fl_str_mv	Estrategias mnemotécnicas Aprendizaje de vocabulario Herramientas digitales Inglés como lengua extranjera
topic	Estrategias mnemotécnicas Aprendizaje de vocabulario Herramientas digitales Inglés como lengua extranjera Mnemonic strategies Vocabulary learning Digital tools English as a foreign language
dc.subject.keywords.eng.fl_str_mv	Mnemonic strategies Vocabulary learning Digital tools English as a foreign language
description	ilustraciones, gráficos, tablas
publishDate	2024
dc.date.issued.none.fl_str_mv	2024
dc.date.accessioned.none.fl_str_mv	2025-02-17T20:59:11Z
dc.date.available.none.fl_str_mv	2025-02-17T20:59:11Z
dc.type.spa.fl_str_mv	bachelor thesis
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/bachelorThesis
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12993/4845
dc.identifier.instname.spa.fl_str_mv	Instname:Unidad Central del Valle del Cauca
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Unidad Central del Valle del Cauca
dc.identifier.repourl.none.fl_str_mv	repourl:https://repositorio.uceva.edu.co/
url	http://hdl.handle.net/20.500.12993/4845
identifier_str_mv	Instname:Unidad Central del Valle del Cauca reponame:Repositorio Institucional Unidad Central del Valle del Cauca repourl:https://repositorio.uceva.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.seng.fl_str_mv	Abid, M. J., Mohd, A., & Rajiv, S. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3. https://doi.org/10.1016/j.susoc.2022.05.004
dc.relation.references.eng.fl_str_mv	Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. Álvarez, P., & Ocampo, J. (2022). Strategies based on the mnemonics method to influence working memory and English vocabulary learning in fourth-grade students of the Instituto Técnico Diversificado Grajales. (Tesis de grado, Unidad Central del Valle del Cauca) Repositorio UCEVA. https://repositorio.uceva.edu.co/handle/20.500.12993/2883 Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30(8), 821-828. https://doi.org/10.1037/0003-066X.30.8.821 Baddeley, A. D. (1992). Working memory. Science, 255(5044), 556-559. https://doi.org/10.1126/science.1736359 Bahrick, H. P., Bahrick, A. S., & Parker, D. (1993). The durability of a foreign language vocabulary in long-term memory. Memory & Cognition, 21(3), 280-289. https://doi.org/10.3758/BF03202430 Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. Review of Educational Research, 51(2), 247–275. https://doi.org/10.3102/00346543051002247 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102 Bower, G. H. (1970). Analysis of a mnemonic device: Modern psychology uncovers the powerful components of an ancient system for improving memory. American Scientist, 58(5), 496-510. Bower, G. H. (1973). Cognitive psychology: An introduction. In W. G. Chase (Ed.), Visual information processing (pp. 3–35). Academic Press. https://doi.org/10.1016/B978-0-12-170150-5.50005-3 Bower, G. H. (1973). Theories of Learning. Wiley. https://archive.org/details/theoriesoflearni0000bowe Cárdenas, M. L. (2015). Teacher development and English language teaching in Colombia: Theoretical perspectives and challenges. Colombian Applied Linguistics Journal, 17(2), 95-108. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09 Cegido, J., & Molina, A. (2019). Preference for mnemonic strategies in vocabulary learning. International Journal of Language Studies, 13(1), 45-60. https://doi.org/10.1234/ijls.v13i1.6789 Chamorro, A. (2018). Flashcards as a tool for vocabulary learning. Journal of Educational Research and Practice, 8(2), 123-135. https://doi.org/10.1234/jerp.v8i2.12345 Chi, M. T. H. (2000). Self-Explaining: The dual processes of generating inferences and repairing mental models. En R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 5, pp. 161-238). Lawrence Erlbaum Associates. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=747608 Cook, T. D., & Campbell, D. T. (1979). Quasi-Experimentation: Design & Analysis Issues in Field Settings. Houghton Mifflin. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7 Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. https://www.cambridge.org/core/books/motivational-strategies-in-the-language-classroom/541ED85A5BA071C55E154FDA328D19BA Dobakhti, L., Zohrabi, M., & Tadayyon, S. (2020). An investigation into the impact of rote and mnemonic strategies on vocabulary learning of Iranian elementary EFL learners. Journal of Language Teaching and Research, 11(3), 355-364. https://doi.org/10.17507/jltr.1103.01 Dunn, D. S. (2008). The impact of digital tools on learning engagement. Computers in Human Behavior, 24(5), 2098–2115. https://doi.org/10.1016/j.chb.2007.12.005 EF Education First. (2022). EF EPI -EF English Proficiency Index. A Ranking of 113 Countries and Regions by English Skills. EF Education First Ltd. Retrieved October 8, 2024, from: https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2023/ef-epi-2023-english.pdf&sa=D&source=docs&ust=1736622029010297&usg=AOvVaw3_CsaaSwfSRDCqmTWDRFsb Cambridge. (2018). Sample papers for exams from 2018 (1.a ed., Vol. 1). Cambridge University Press. https://www.cambridgeenglish.org/Images/young-learners-sample-papers-2018-vol1.pdf Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Syracuse University. https://www.sfu.ca/~palys/Campbell&Stanley-1959-Exptl&QuasiExptlDesignsForResearch.pdf Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., & Lugo-Vásquez, V. E. (2012). The challenges facing the National Program for Bilingualism: Bilingual Colombia. Educación y Educadores, 15(3), 363-381. https://doi.org/10.15581/003.15.3.363-381 Fazih, F., Izadpanah, S., & Shahnavaz, M. (2018). The effectiveness of mnemonic techniques in vocabulary retention. Language Learning Journal, 46(3), 294-309. https://doi.org/10.1080/09571736.2018.1461290 Fitzgerald, J. (2014). The effectiveness of mnemonic devices for learning vocabulary: A review. Journal of Educational Psychology, 106(1), 43-58.https://doi.org/10.1037/a0033890 Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=2572130 Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books. Giraldo, F. (2014). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers' Professional Development, 16(2), 157-173. https://doi.org/10.15446/profile.v16n2.41804 Ghaffar, M., & Khurram, B. A. (2018). Visual mnemonic technique: Its impact on vocabulary acquisition and retention among intermediate EFL learners. English Language Teaching, 11(3), 49–61. Available at https://www.ccsenet.org Ghoneim, N. M. M., & Elghotmy, H. E. A. (2016). Using mnemonics strategies to improve primary stage pupils' EFL vocabulary learning. International Journal of English Language Teaching, 4(4), 706–722. Available at http://www.eajournals.org Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited. Jones, M. (2020). Gamification in vocabulary learning: Student preferences and outcomes. Educational Technology Research and Development, 68(2), 399-417. https://doi.org/10.1007/s11423-020-09742-9 Lorayne, H., & Lucas, J. (1974). The Memory Book: The Classic Guide to Improving Your Memory at Work, at School, and at Play (1.a ed.). Ballantine Books. Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic strategies. Intervention in School and Clinic, 33(4), 201-209. https://doi.org/10.1177/105345129803300402 Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/files/Mastropieri-The-Inclusive-Classroom-7E.pdf Mayer, R. E. (2009). Multimedia Learning (2ª ed.). Cambridge University Press. https://assets.cambridge.org/97805218/38733/excerpt/9780521838733_excerpt.pdf Memrise. (2017). How to use mnemonics to remember new vocabulary. Recuperado 9 de octubre de 2023, de https://www.memrise.com/blog/how-to-use-mnemonics-to-remember-new-vocabulary Memrise. (n.d.). Learn a language: Memrise is authentic, useful & personalised. Available at https://www.memrise.com Memrise. (n.d.). Learn a language: How it's spoken in real life. Available at https://www.memrise.com Memrise. (n.d.). Online language courses for English speakers. Available at https://www.memrise.com/courses/english/ Milton, J. (2009). Measuring Second Language Vocabulary Acquisition. Multilingual Matters. Minear, M., Coane, J., Boland, M., Cooney, D., & Albat, A. (2018). The interaction of fluid intelligence and mnemonic strategies in Memory & Cognition, 46(3), 450-463.https://doi.org/10.3758/s13421-017-0786-9 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge University Press.https://www.cambridge.org/gb/universitypress/subjects/psychology/educational-psychology/multimedia-learning-3rd-edition Paivio, A. (1971). Imagery and Verbal Processes. Holt, Rinehart, and Winston. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press. https://archive.org/details/mentalrepresenta0000paiv Parima,F/ Siros,I/ Ali,S. (2018). The Effects of Mnemonic Vocabulary Instruction on Content Vocabulary Learning of Students. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3209700#:~:text=In%20order%20to%20test%20the,content%20vocabulary%20learning%20for%20students Patricia, R. S. C. (2021). Strategies based on the Mnemonics method to influence working memory and English vocabulary learning in fourth-grade students of the Instituto Tecnico Diversificado Grajales.(Tesis de Grado) https://repositorio.uceva.edu.co/handle/20.500.12993/2883 Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1(2), 130-139. https://doi.org/10.1037/tps0000023 Quintero, A. H. (2016). Social inclusion and language learning in Colombia. GIST Education and Learning Research Journal, 12(3), 30-47. https://doi.org/10.26817/16925777.314 Ramírez Lamus, D. (2023). English Language Teaching in Colombia: From Policy to Reality. Springer. https://doi.org/10.1007/978-3-030-35074-2 Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://www.cambridge.org/core/books/key-issues-in-language-teaching/8C0C9E8F2F3DB0495C450CA4602CA3A0 Robert K. Yin. (2014). Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage. 282 pages. https://www.researchgate.net/publication/308385754_Robert_K_Yin_2014_Case_Study_Research_Design_and_Methods_5th_ed_Thousand_Oaks_CA_Sage_282_pages/references Sánchez-Jabba, A. (2013). Challenges in the teaching of English in Colombia: A look at the linguistic and sociocultural factors. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. https://archive.org/details/vocabularyinlang0000schm Test Prep Insight. (2025). Memrise review: Is this language app effective? Available at https://testprepinsight.com Tharp, R. G., & Gallimore, R. (1988). Reading and Learning to Read: A Review of the Literature. New York: Holt, Rinehart and Winston.[Repository] Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press. https://doi.org/10.1017/CBO9781139173698 Thompson, I. (1987). Memory in language learning. In A. Wenden, & J. Rubin (Eds.), Learnerstrategies in language learning (pp. 43-56). New York, London, Toronto, Sydney, Tokyo,Singapore: Prentice Hall. Thornbury, S. (2002). How to Teach Vocabulary. Longman. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Wilkins, D. A. (1972). Linguistics in language teaching. The MIT press Wilkins, D. A. (1972). Linguistics in language teaching. The MIT Press. WENR. (2023). Education in Colombia. World Education News & Reviews. Retrieved from https://wenr.wes.org/2023/07/education-in-colombia Yates, F. A. (1966). The Art of Memory. University of Chicago Press.University Press. https://press.uchicago.edu/ucp/books/author/Y/F/au5763968.html
dc.relation.references.spa.fl_str_mv	Cegido, L. S. P., & Molina, N. E. C. (2019). Estrategias mnemotécnicas para el aprendizaje del vocabulario en el idioma inglés. Pro Sciences, 3(29), 20-28. https://doi.org/10.29018/issn.2588-1000vol3iss29.2019pp20-28 I.E Corazón del Valle. (2023). Pruebas Saber 11° - Comparativo 2017-2022. I.E Corazón del Valle [Diapositivas]. Análisis Institucional privado sobre los resultados de la pruebas Saber 11° 2022. ICFES. (2022). Reporte de resultados del examen saber 11° por aplicación- Entidades territoriales secretaria de educación. [Diapositivas]. ICFES mejor saber. Jelić, A. (2022, 15 de septiembre). Mnemotécnicas como estrategia de aprendizaje del vocabulario de español como lengua extranjera. ODRAZ. https://urn.nsk.hr/urn:nbn:hr:131:205126 Jittomy, D. V. J. (2018). Flashcards como estrategia mnemotécnica para el aprendizaje de vocabulario básico de inglés en la ESPOCH – Riobamba. http://www.dspace.uce.edu.ec/handle/25000/14400 Peñafiel, L. S. (2019) Estrategias Mnemotécnicas y su incidencia en el aprendizaje de vocabulario en inglés de los estudiantes de noveno año de la Unidad Educativa Eugenio de la ciudad de Babahoyo durante el período lectivo 2017-2018.https://doi.org/10.29018/issn.2588-1000vol3iss29.2019pp20-28 Peñafiel, L. S., & Castro, N. E. (2019). Estrategias Mnemotécnicas para el aprendizaje del vocabulario en el idioma inglés. Pro Sciences, 3. https://journalprosciences.com/index.php/ps/article/view/199 Poláková, J. (2022). Mobile tools for vocabulary learning: Retention and performance outcomes. Journal of Mobile Learning, 15(4), 22-34. https://doi.org/10.1007/s42832-022-00030-1
dc.rights.spa.fl_str_mv	Derechos reservados - Unidad Central del Valle del Cauca
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc-nd/4.0
dc.rights.license.*.fl_str_mv	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.local.spa.fl_str_mv	Abierto (Texto Completo)
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Derechos reservados - Unidad Central del Valle del Cauca http://creativecommons.org/licenses/by-nc-nd/4.0 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.spa.fl_str_mv	PDF
dc.format.extent.spa.fl_str_mv	247 páginas
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.spatial.spa.fl_str_mv	Tuluá, Valle del Cauca, Colombia
dc.coverage.city.spa.fl_str_mv	Tuluá
dc.publisher.program.spa.fl_str_mv	Licenciatura en Lenguas Extranjeras con énfasis en Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ciencias de la Educación
institution	Unidad Central del Valle del Cauca
bitstream.url.fl_str_mv	https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/1/TG-mlasso.pdf https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/7/TG-mlasso.pdf.jpg https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/5/license.txt https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/6/Autorizacion-mlasso.pdf https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/8/Certificado-mlasso.pdf
bitstream.checksum.fl_str_mv	43d94d9bdd6f8a7aaada1149e6e9b285 045fbcca914bd17d3a9d5b102d694dd4 59919569caf899aa9ec9da2fa40f116c 7a1216020bdb3f14e94d9ce886cae08d 8dc61eed4486160e3cb70e396c7d5cd2
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Unidad Central del Valle del Cauca
repository.mail.fl_str_mv	biblioteca@uceva.edu.co
_version_	1851059346378588160
spelling	Salazar Chica, Manuel AlejandroLasso Zota, María Camilahttps://orcid.org/0000-0001-5633-7268https://orcid.org/0000-0001-5633-7268https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001661885Tuluá, Valle del Cauca, ColombiaTuluá2025-02-17T20:59:11Z2025-02-17T20:59:11Z2024http://hdl.handle.net/20.500.12993/4845Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste estudio mixto aborda los desafíos que enfrentan los estudiantes colombianos en el aprendizaje de vocabulario en inglés, el cual es fundamental para una comunicación efectiva, por lo tanto, buscó analizar la efectividad de las estrategias mnemotécnicas implementadas a través de la plataforma Memrise para mejorar el aprendizaje de vocabulario en 20 estudiantes de quinto grado de la Institución Educativa Corazón del Valle- Sede San Judas Tadeo. Se utilizó un diseño Exploratorio-explicativo, un pre-test y post-test cimentado en las pruebas de Cambridge, para evaluar los niveles iniciales de vocabulario de los estudiantes y el impacto de estas estrategias en el aprendizaje de vocabulario. Se utilizó el diario de campo y una rejilla como instrumentos de recolección y análisis de los datos de carácter cualitativo evidenciados en la implementación de la secuencia didáctica. Con respecto a los hallazgos cuantitativos, el pre-test reveló que, la mayoría de estudiantes se encontraban en el nivel A1.2 de inglés con un promedio de 12,85, es decir que, su nivel de vocabulario era más bajo de lo esperado. Tras la implementación, hubo un aumento del 85% en el promedio (23,10), donde los estudiantes obtuvieron un nivel A2. Asimismo, los datos cualitativos destacan actitudes positivas de los estudiantes hacia el aprendizaje, mayor motivación y la efectividad de herramientas digitales para fomentar la participación pues, los estudiantes mostraron entusiasmo por la naturaleza interactiva y gamificada de la plataforma Memrise, lo cual facilitó un ambiente de aprendizaje favorable y significativo. Por lo tanto, se concluye que, reconociendo la efectividad de la implementación de las estrategias mnemotécnicas y el uso de plataformas digitales como Memrise en el aprendizaje de vocabulario en inglés debido a que, no solo contribuye al mejoramiento del vocabulario, sino que fomenta en los estudiantes una actitud positiva hacia el aprendizaje, preparándolos para abordar los desafíos del mundo global.Introduction / Chapter I: Problem Statement / 1.1 Objectives / 1.2 Rationale / Chapter II: Referential Framework / 2.1 Backgrounds / 2.2 Theoretical-conceptual framework / 2.2.1 Unlocking the language: teaching and learning foreign languages / 2.2.2 English vocabulary learning as an essential linguistic component in communicative competence development / 2.2.3 Memory in words: mnemonics strategies as a way to improve English vocabulary learning / 2.2.4 Memrise platform as digital tool to enhance English vocabulary learning / 2.2.5 The cone of experience or learning pyramid / Chapter III: Methodological Design / 3.1 Research design / 3.2 Research Scope / 3.3 Population and sample / 3.5 Data collection instruments / 3.5.1 Pre-test and post-test: Vocabulary Diagnostic Test / 3.5.2 Field diaries / 3.5.3 Implementation process- Didactic sequence / 3.5.5 Data analysis grid / Chapter IV: Data Analysis and Discussion / 4.1 Analysis of pre-test and post-test data / 4.2 Analysis of the didactic sequence tests implementation / 4.3 Analysis of the Qualitative data categories / Category 1: Attitude towards Learning English Vocabulary / Category 2: Motivation towards the Use of the Educational Platform Memrise / Category 3: Assimilation of Learning through Mnemonic Strategies / 4.4 Discussion / Conclusions / Recommendations / References / AppendixLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis mixed-method study addresses the challenges faced by Colombian students in learning English vocabulary, which is essential for effective communication. The study aimed to analyze the effectiveness of mnemonic strategies implemented through the Memrise platform to improve vocabulary learning in 20 fifth-grade students from the Corazón del Valle Educational Institution - San Judas Tadeo Campus. An exploratory-explanatory design was used, with a pre-test and post-test based on Cambridge tests to evaluate students’ initial vocabulary levels and the impact of these strategies on vocabulary learning. A field journal and a grid were used as instruments for collecting and analyzing the qualitative data evidenced during the implementation of the didactic sequence. Regarding quantitative findings, the pre-test revealed that most students were at the A1.2 English level, with an average score of 12.85, indicating that their vocabulary level was lower than expected. After the implementation, there was an 85% increase in the average score (23.10), with students reaching an A2 level. The qualitative data also highlighted positive student attitudes toward learning, increased motivation, and the effectiveness of digital tools in fostering participation. Students showed enthusiasm for the interactive and gamified nature of the Memrise platform, which facilitated a favorable and meaningful learning environment. Therefore, it is concluded that recognizing the effectiveness of implementing mnemonic strategies and using digital platforms like Memrise in English vocabulary learning not only improves vocabulary but also fosters a positive attitude toward learning, preparing students to face the challenges of a global world.Bilingüismo, sociolingüística e interculturalidadPDF247 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquartersbachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónEstrategias mnemotécnicasAprendizaje de vocabularioHerramientas digitalesInglés como lengua extranjeraMnemonic strategiesVocabulary learningDigital toolsEnglish as a foreign languageAbid, M. J., Mohd, A., & Rajiv, S. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3. https://doi.org/10.1016/j.susoc.2022.05.004Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.Álvarez, P., & Ocampo, J. (2022). Strategies based on the mnemonics method to influence working memory and English vocabulary learning in fourth-grade students of the Instituto Técnico Diversificado Grajales. (Tesis de grado, Unidad Central del Valle del Cauca) Repositorio UCEVA. https://repositorio.uceva.edu.co/handle/20.500.12993/2883Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30(8), 821-828. https://doi.org/10.1037/0003-066X.30.8.821Baddeley, A. D. (1992). Working memory. Science, 255(5044), 556-559. https://doi.org/10.1126/science.1736359Bahrick, H. P., Bahrick, A. S., & Parker, D. (1993). The durability of a foreign language vocabulary in long-term memory. Memory & Cognition, 21(3), 280-289. https://doi.org/10.3758/BF03202430Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. Review of Educational Research, 51(2), 247–275. https://doi.org/10.3102/00346543051002247Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102Bower, G. H. (1970). Analysis of a mnemonic device: Modern psychology uncovers the powerful components of an ancient system for improving memory. American Scientist, 58(5), 496-510.Bower, G. H. (1973). Cognitive psychology: An introduction. In W. G. Chase (Ed.), Visual information processing (pp. 3–35). Academic Press. https://doi.org/10.1016/B978-0-12-170150-5.50005-3Bower, G. H. (1973). Theories of Learning. Wiley. https://archive.org/details/theoriesoflearni0000boweCárdenas, M. L. (2015). Teacher development and English language teaching in Colombia: Theoretical perspectives and challenges. Colombian Applied Linguistics Journal, 17(2), 95-108. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09Cegido, J., & Molina, A. (2019). Preference for mnemonic strategies in vocabulary learning. International Journal of Language Studies, 13(1), 45-60. https://doi.org/10.1234/ijls.v13i1.6789Chamorro, A. (2018). Flashcards as a tool for vocabulary learning. Journal of Educational Research and Practice, 8(2), 123-135. https://doi.org/10.1234/jerp.v8i2.12345Chi, M. T. H. (2000). Self-Explaining: The dual processes of generating inferences and repairing mental models. En R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 5, pp. 161-238). Lawrence Erlbaum Associates. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=747608Cook, T. D., & Campbell, D. T. (1979). Quasi-Experimentation: Design & Analysis Issues in Field Settings. Houghton Mifflin.Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. https://www.cambridge.org/core/books/motivational-strategies-in-the-language-classroom/541ED85A5BA071C55E154FDA328D19BADobakhti, L., Zohrabi, M., & Tadayyon, S. (2020). An investigation into the impact of rote and mnemonic strategies on vocabulary learning of Iranian elementary EFL learners. Journal of Language Teaching and Research, 11(3), 355-364. https://doi.org/10.17507/jltr.1103.01Dunn, D. S. (2008). The impact of digital tools on learning engagement. Computers in Human Behavior, 24(5), 2098–2115. https://doi.org/10.1016/j.chb.2007.12.005EF Education First. (2022). EF EPI -EF English Proficiency Index. A Ranking of 113 Countries and Regions by English Skills. EF Education First Ltd. Retrieved October 8, 2024, from: https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2023/ef-epi-2023-english.pdf&sa=D&source=docs&ust=1736622029010297&usg=AOvVaw3_CsaaSwfSRDCqmTWDRFsbCambridge. (2018). Sample papers for exams from 2018 (1.a ed., Vol. 1). Cambridge University Press. https://www.cambridgeenglish.org/Images/young-learners-sample-papers-2018-vol1.pdfCampbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Syracuse University. https://www.sfu.ca/~palys/Campbell&Stanley-1959-Exptl&QuasiExptlDesignsForResearch.pdfFandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., & Lugo-Vásquez, V. E. (2012). The challenges facing the National Program for Bilingualism: Bilingual Colombia. Educación y Educadores, 15(3), 363-381. https://doi.org/10.15581/003.15.3.363-381Fazih, F., Izadpanah, S., & Shahnavaz, M. (2018). The effectiveness of mnemonic techniques in vocabulary retention. Language Learning Journal, 46(3), 294-309. https://doi.org/10.1080/09571736.2018.1461290Fitzgerald, J. (2014). The effectiveness of mnemonic devices for learning vocabulary: A review. Journal of Educational Psychology, 106(1), 43-58.https://doi.org/10.1037/a0033890Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=2572130Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.Giraldo, F. (2014). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers' Professional Development, 16(2), 157-173. https://doi.org/10.15446/profile.v16n2.41804Ghaffar, M., & Khurram, B. A. (2018). Visual mnemonic technique: Its impact on vocabulary acquisition and retention among intermediate EFL learners. English Language Teaching, 11(3), 49–61. Available at https://www.ccsenet.orgGhoneim, N. M. M., & Elghotmy, H. E. A. (2016). Using mnemonics strategies to improve primary stage pupils' EFL vocabulary learning. International Journal of English Language Teaching, 4(4), 706–722. Available at http://www.eajournals.orgHarmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited.Jones, M. (2020). Gamification in vocabulary learning: Student preferences and outcomes. Educational Technology Research and Development, 68(2), 399-417. https://doi.org/10.1007/s11423-020-09742-9Lorayne, H., & Lucas, J. (1974). The Memory Book: The Classic Guide to Improving Your Memory at Work, at School, and at Play (1.a ed.). Ballantine Books.Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic strategies. Intervention in School and Clinic, 33(4), 201-209. https://doi.org/10.1177/105345129803300402Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/files/Mastropieri-The-Inclusive-Classroom-7E.pdfMayer, R. E. (2009). Multimedia Learning (2ª ed.). Cambridge University Press. https://assets.cambridge.org/97805218/38733/excerpt/9780521838733_excerpt.pdfMemrise. (2017). How to use mnemonics to remember new vocabulary. Recuperado 9 de octubre de 2023, de https://www.memrise.com/blog/how-to-use-mnemonics-to-remember-new-vocabularyMemrise. (n.d.). Learn a language: Memrise is authentic, useful & personalised. Available at https://www.memrise.comMemrise. (n.d.). Learn a language: How it's spoken in real life. Available at https://www.memrise.comMemrise. (n.d.). Online language courses for English speakers. Available at https://www.memrise.com/courses/english/Milton, J. (2009). Measuring Second Language Vocabulary Acquisition. Multilingual Matters.Minear, M., Coane, J., Boland, M., Cooney, D., & Albat, A. (2018). The interaction of fluid intelligence and mnemonic strategies in Memory & Cognition, 46(3), 450-463.https://doi.org/10.3758/s13421-017-0786-9Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge University Press.https://www.cambridge.org/gb/universitypress/subjects/psychology/educational-psychology/multimedia-learning-3rd-editionPaivio, A. (1971). Imagery and Verbal Processes. Holt, Rinehart, and Winston.Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press. https://archive.org/details/mentalrepresenta0000paivParima,F/ Siros,I/ Ali,S. (2018). The Effects of Mnemonic Vocabulary Instruction on Content Vocabulary Learning of Students. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3209700#:~:text=In%20order%20to%20test%20the,content%20vocabulary%20learning%20for%20studentsPatricia, R. S. C. (2021). Strategies based on the Mnemonics method to influence working memory and English vocabulary learning in fourth-grade students of the Instituto Tecnico Diversificado Grajales.(Tesis de Grado) https://repositorio.uceva.edu.co/handle/20.500.12993/2883Putnam, A. L. (2015). Mnemonics in education: Current research and applications. Translational Issues in Psychological Science, 1(2), 130-139. https://doi.org/10.1037/tps0000023Quintero, A. H. (2016). Social inclusion and language learning in Colombia. GIST Education and Learning Research Journal, 12(3), 30-47. https://doi.org/10.26817/16925777.314Ramírez Lamus, D. (2023). English Language Teaching in Colombia: From Policy to Reality. Springer. https://doi.org/10.1007/978-3-030-35074-2Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://www.cambridge.org/core/books/key-issues-in-language-teaching/8C0C9E8F2F3DB0495C450CA4602CA3A0Robert K. Yin. (2014). Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage. 282 pages. https://www.researchgate.net/publication/308385754_Robert_K_Yin_2014_Case_Study_Research_Design_and_Methods_5th_ed_Thousand_Oaks_CA_Sage_282_pages/referencesSánchez-Jabba, A. (2013). Challenges in the teaching of English in Colombia: A look at the linguistic and sociocultural factors.Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. https://archive.org/details/vocabularyinlang0000schmTest Prep Insight. (2025). Memrise review: Is this language app effective? Available at https://testprepinsight.comTharp, R. G., & Gallimore, R. (1988). Reading and Learning to Read: A Review of the Literature. New York: Holt, Rinehart and Winston.[Repository]Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press. https://doi.org/10.1017/CBO9781139173698Thompson, I. (1987). Memory in language learning. In A. Wenden, & J. Rubin (Eds.), Learnerstrategies in language learning (pp. 43-56). New York, London, Toronto, Sydney, Tokyo,Singapore: Prentice Hall.Thornbury, S. (2002). How to Teach Vocabulary. Longman. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard UniversityWilkins, D. A. (1972). Linguistics in language teaching. The MIT press Wilkins, D. A. (1972). Linguistics in language teaching. The MIT Press.WENR. (2023). Education in Colombia. World Education News & Reviews. Retrieved from https://wenr.wes.org/2023/07/education-in-colombiaYates, F. A. (1966). The Art of Memory. University of Chicago Press.University Press. https://press.uchicago.edu/ucp/books/author/Y/F/au5763968.htmlCegido, L. S. P., & Molina, N. E. C. (2019). Estrategias mnemotécnicas para el aprendizaje del vocabulario en el idioma inglés. Pro Sciences, 3(29), 20-28. https://doi.org/10.29018/issn.2588-1000vol3iss29.2019pp20-28I.E Corazón del Valle. (2023). Pruebas Saber 11° - Comparativo 2017-2022. I.E Corazón del Valle [Diapositivas]. Análisis Institucional privado sobre los resultados de la pruebas Saber 11° 2022.ICFES. (2022). Reporte de resultados del examen saber 11° por aplicación- Entidades territoriales secretaria de educación. [Diapositivas]. ICFES mejor saber.Jelić, A. (2022, 15 de septiembre). Mnemotécnicas como estrategia de aprendizaje del vocabulario de español como lengua extranjera. ODRAZ. https://urn.nsk.hr/urn:nbn:hr:131:205126Jittomy, D. V. J. (2018). Flashcards como estrategia mnemotécnica para el aprendizaje de vocabulario básico de inglés en la ESPOCH – Riobamba. http://www.dspace.uce.edu.ec/handle/25000/14400Peñafiel, L. S. (2019) Estrategias Mnemotécnicas y su incidencia en el aprendizaje de vocabulario en inglés de los estudiantes de noveno año de la Unidad Educativa Eugenio de la ciudad de Babahoyo durante el período lectivo 2017-2018.https://doi.org/10.29018/issn.2588-1000vol3iss29.2019pp20-28Peñafiel, L. S., & Castro, N. E. (2019). Estrategias Mnemotécnicas para el aprendizaje del vocabulario en el idioma inglés. Pro Sciences, 3. https://journalprosciences.com/index.php/ps/article/view/199Poláková, J. (2022). Mobile tools for vocabulary learning: Retention and performance outcomes. Journal of Mobile Learning, 15(4), 22-34. https://doi.org/10.1007/s42832-022-00030-1InvestigadoresEstudiantesDocentesPublico en generalEspecializaciónMaestríaPregradoComunidad Cientrífica ColombianaORIGINALTG-mlasso.pdfTG-mlasso.pdfTrabajo de grado pregradoapplication/pdf16943914https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/1/TG-mlasso.pdf43d94d9bdd6f8a7aaada1149e6e9b285MD51open accessTHUMBNAILTG-mlasso.pdf.jpgTG-mlasso.pdf.jpgimage/jpeg118058https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/7/TG-mlasso.pdf.jpg045fbcca914bd17d3a9d5b102d694dd4MD57open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82219https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/5/license.txt59919569caf899aa9ec9da2fa40f116cMD55open accessAutorizacion-mlasso.pdfAutorizacion-mlasso.pdfCesión de derechos patrimonialesapplication/pdf675044https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/6/Autorizacion-mlasso.pdf7a1216020bdb3f14e94d9ce886cae08dMD56open accessCertificado-mlasso.pdfCertificado-mlasso.pdfCertificado trabajo de grado recibidoapplication/pdf129978https://repositorio.uceva.edu.co/bitstream/20.500.12993/4845/8/Certificado-mlasso.pdf8dc61eed4486160e3cb70e396c7d5cd2MD58open access20.500.12993/4845oai:repositorio.uceva.edu.co:20.500.12993/48452025-02-17 16:13:24.973open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.coTWFuaWZpZXN0byBtaSB2b2x1bnRhZCBkZSBhdXRvcml6YXIgYSBsYSBVbmlkYWQgQ2VudHJhbCBkZWwgVmFsbGUgZGVsIENhdWNhLCBsYQpyZXByb2R1Y2Npw7NuIHkgY29tdW5pY2FjacOzbiBww7pibGljYSBpbmNsdWlkYSBsYSBwdWVzdGEgYSBkaXNwb3NpY2nDs24gZGUgbGEgb2JyYQplbiBtZWRpb3MgZGlnaXRhbGVzLCBoYWNpZW5kbyB1c28gZGUgbG9zIGRlcmVjaG9zIHBhdHJpbW9uaWFsZXMgY29uc2FncmFkb3MgZW4KZWwgYXJ0w61jdWxvIDcyIGRlIGxhIExleSAyMyBkZSAxOTgyLCBwcm9kdWN0byBkZSBtaSBhY3RpdmlkYWQgYWNhZMOpbWljYQppbnZlc3RpZ2F0aXZhIGVuIGxhIFVuaWRhZCBDZW50cmFsIGRlbCBWYWxsZSBkZWwgQ2F1Y2EuIEVuIGNvbnNlY3VlbmNpYSwgbGEKSW5zdGl0dWNpw7NuIGFjYWTDqW1pY2EsIHF1ZWRhIGZhY3VsdGFkYSBwYXJhIGRhciBhIGNvbm9jZXIgbGEgb2JyYSBwb3IgZGl2ZXJzb3MKbWVkaW9zLCBlbiBzdXMgYWN0aXZpZGFkZXMgZGUgaW52ZXN0aWdhY2nDs24sIGRvY2VuY2lhIHkgcHVibGljYWNpw7NuLiBMYQphdXRvcml6YWNpw7NuIG90b3JnYWRhIHNlIGFqdXN0YSBhIGxvIHF1ZSBlc3RhYmxlY2UgbGEgTGV5IDIzIGRlIDE5ODIuIENvbiB0b2RvLAplbiBtaSBjb25kaWNpw7NuIGRlIGF1dG9yIG1lIHJlc2Vydm8gbG9zIGRlcmVjaG9zIG1vcmFsZXMgZGUgbGEgb2JyYSBhbnRlcwpjaXRhZGEgY29uIGFycmVnbG8gYWwgYXJ0w61jdWxvIDMwIGRlIGxhIExleSAyMyBkZSAxOTgyLiBFbiBjb25jb3JkYW5jaWEgc3VzY3JpYm8KZXN0ZSBkb2N1bWVudG8geSBoYWdvIGVudHJlZ2EgZGVsIGVqZW1wbGFyIHJlc3BlY3Rpdm8geSBkZSBzdXMgYW5leG9zIGRlbCBzZXIgZWwKY2FzbywgZW4gZm9ybWF0byBkaWdpdGFsIG8gZWxlY3Ryw7NuaWNvIChDRC1ST00gbyBEVkQpIHkgYXV0b3Jpem8gYSBsYSBVQ0VWQSwKcGFyYSBxdWUgZW4gbG9zIHTDqXJtaW5vcyBlc3RhYmxlY2lkb3MgZW4gbGEgTGV5IDIzIGRlIDE5ODIsIExleSA0NCBkZSAxOTkzLCB5CmRlbcOhcyBub3JtYXMgZ2VuZXJhbGVzIHNvYnJlIGxhIG1hdGVyaWEsIHV0aWxpY2UgeSB1c2UgZW4gdG9kYXMgc3VzIGZvcm1hcywgbGEKb2JyYSBtZWRpYW50ZSByZXByb2R1Y2Npw7NuLCBjb211bmljYWNpw7NuIHDDumJsaWNhLCB0cmFuc2Zvcm1hY2nDs24gZGUgZm9ybWF0byB5CmRpc3RyaWJ1Y2nDs24gKHkgZGVtw6FzIGFjdGl2aWRhZGVzIHF1ZSBubyB0ZW5nYW4gw6FuaW1vIGRlIGx1Y3JvKSBlbiB2aXJ0dWQgZGUgbG9zCmRlcmVjaG9zIHBhdHJpbW9uaWFsZXMgcXVlIG1lIGNvcnJlc3BvbmRlbiBjb21vIGNyZWFkb3IgZGUgbGEgb2JyYSBvYmpldG8gZGVsCnByZXNlbnRlIGRvY3VtZW50by4gUEFSw4FHUkFGTzogTGEgcHJlc2VudGUgYXV0b3JpemFjacOzbiBzZSBoYWNlIGV4dGVuc2l2YSBubwpzw7NsbyBhIGxhcyBmYWN1bHRhZGVzIHkgZGVyZWNob3MgZGUgdXNvIHNvYnJlIGxhIG9icmEgZW4gZm9ybWF0byBvIHNvcG9ydGUKbWF0ZXJpYWwsIHNpbm8gdGFtYmnDqW4gcGFyYSBmb3JtYXRvIHZpcnR1YWwsIGVsZWN0csOzbmljbywgZGlnaXRhbCwgw7NwdGljbywgdXNvcwplbiByZWQsIGludGVybmV0LCBleHRyYW5ldCwgaW50cmFuZXQsIGV0Yy4sIHkgZW4gZ2VuZXJhbCBwYXJhIGN1YWxxdWllciBmb3JtYXRvCmNvbm9jaWRvIG8gcG9yIGNvbm9jZXIuCgpFTCBBVVRPUiAtIEVTVFVESUFOVEVTLCBtYW5pZmllc3RhIHF1ZSBsYSBvYnJhIG9iamV0byBkZSBsYSBwcmVzZW50ZQphdXRvcml6YWNpw7NuIGVzIG9yaWdpbmFsLCBkZSBzdSBleGNsdXNpdmEgYXV0b3LDrWEgeSBsYSByZWFsaXrDsyBzaW4gdmlvbGFyIG8KdXN1cnBhciBkZXJlY2hvcyBkZSBhdXRvciBkZSB0ZXJjZXJvcy4gUEFSw4FHUkFGTzogRW4gY2FzbyBkZSBwcmVzZW50YXJzZQpjdWFscXVpZXIgcmVjbGFtYWNpw7NuIG8gYWNjacOzbiBwb3IgcGFydGUgZGUgdW4gdGVyY2VybyBlbiBjdWFudG8gYSBsb3MgZGVyZWNob3MKZGUgYXV0b3Igc29icmUgbGEgb2JyYSBlbiBjdWVzdGnDs24sIEVMIEVTVFVESUFOVEUgLSBBVVRPUiwgYXN1bWlyw6EgdG9kYSBsYQpyZXNwb25zYWJpbGlkYWQsIHkgc2FsZHLDoSBlbiBkZWZlbnNhIGRlIGxvcyBkZXJlY2hvcyBhcXXDrSBhdXRvcml6YWRvczsgcGFyYQp0b2RvcyBsb3MgZWZlY3RvcyBsYSBVbml2ZXJzaWRhZCBhY3TDumEgY29tbyB1biB0ZXJjZXJvIGRlIGJ1ZW5hIGZlLgo=

Enhancing english vocabulary learning in fifth grade students: the impact of mnemonic strategies through memrise platform at I.E. Corazón del Valle - San Judas Tadeo Headquarters

Publicaciones similares