JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Nusratova Mahbuba Usmonxon qizi
Karshi State University, Faculty of Foreign Languages,
English philology and teaching languages,
2(nd) stage student
MNEMONIC DEVICES AS A SECRET WEAPON IN LEARNING ENGLISH
GRAMMAR
Abstract:
This learn about mnemonic devices' effectiveness in improving English grammar
acquisition among intermediate-level EFL (English as a Foreign Language) learners. Despite the
availability of a variety of grammar-learning resources, many college students battle with
mastering rules associated with verb tenses, articles, and conditionals. Traditional rule-based
education regularly lacks retention rates when freshmen are no longer exposed to meaningful
contexts. To address this, the study carried out a quasi-experimental graph involving 40
undergraduate EFL beginners divided into two groups: one taught with mnemonic strategies such
as rhymes, acronyms, and visual imagery; and the other instructed via traditional grammar
explanations. Pre-tests and post-tests, along with a delayed retention test and learner feedback,
had been used to verify grammar acquisition and reminiscence retention. Results indicated that
the mnemonic team notably outperformed the control team in immediately getting to know
beneficial properties and long-term retention. Moreover, beginners reported greater motivation,
confidence, and engagement. These findings advise that mnemonic techniques are effective,
brain-friendly equipment that help deeper grammar appreciation and long-term retention, making
them a valuable addition to EFL grammar instruction.
Keywords:
mnemonics, grammar instruction, English as a foreign language (EFL), memory aids,
second-language acquisition, learner motivation, retention, tenses, articles, conditionals,
cognitive strategies, quasi-experimental study
In the field of second-language learning, getting a handle on English grammar still tests even the
most dedicated students. Even with countless workbooks, apps, and classroom games at their
fingertips, learners routinely trip over tenses, articles, and those pesky little prepositions. Old-
school memorization drills-even when assigned daily-usually fall flat because they don't stick
unless a learner uses the language in genuine, everyday settings. Recently, though, teachers have
started weaving brain-friendly techniques like catchy mnemonics into lessons, and early
evidence suggests these simple memory aids may finally help grammar rules stick for the long
haul.
Mnemonic devices are simple memory tricks that help people save, store, and pull back new
facts by tying strange ideas to things they already know-personal images, catchy phrases, or clear
patterns. Teachers have used these tricks for generations, yet few grammar classes make full use
of them. When mnemonics find a place in English grammar lessons, dry rules suddenly feel
concrete and stick better in short- and long-term memory. Take the word FANBOYS: that quick
acronym maps every coordinating conjunction; or listen to the rhyme, If it's plural and possessive
too, the apostrophe comes after the s-thats what you do-a small chant that lodges the punctuation
rule in the mind.
Because grammar can overload young brains, especially when English is learned abroad, adding
these light strategies may boost learners’ independence, self-belief, and test scores. The study
reported below examines how useful mnemonic aids are for middle-level EFL students when
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
they face fresh grammar points. Its main question, then, is simple: how much do these devices
lift understanding and long-lasting recall for non-native speakers of English?
Research Design
This investigation used a quasi-experimental plan that paired pre-and post-tests to see what effect
mnemonic devices had on grammar learning for intermediate EFL learners. It zeroed in on tricky
areas often named trouble spots-verb tenses, articles, and conditional forms-and looked at
whether memory aids helped students grasp and keep those rules longer.
Participants
Forty undergraduate EFL students, aged 17 to 20 and sitting at B1-B2 on the CEFR, took part.
They were randomly split into two classes: the first, twenty learners, received the same grammar
point but wrapped in memory tricks; the second, also twenty, stuck with the usual rule-focused
method.
Materials and Instruments
The grammar topics selected for instruction were:
Present Perfect vs Past Simple
Articles (a/an/the)
Conditional Sentences (Types 1, 2, and 3)
Instructional materials included grammar worksheets, visual charts, and mnemonic examples
(e.g., FANBOYS, "I before E except after C", “Perfect has ‘have’”). These mnemonics were
selected based on recommendations from prior studies [e.g., Bellezza, 1981; Mastropieri &
Scruggs, 1998], which highlight their usefulness in increasing student engagement and memory
retention.
The research instruments consisted of:
A pre-test to measure participants’ prior knowledge of the target grammar rules.
A post-test, administered two weeks after instruction, was used to assess learning gains and
retention.
A short questionnaire with Likert-scale items to evaluate students' perceptions of mnemonic
techniques.
Procedure
For two weeks, both classes met four times for sixty-minute sessions on the same grammar
points. The experimental class learned through memory tricks-rhymes, acronyms, stories, and
pictures-drawing on ideas from Atkinson (1975) and Oxford (1990). To illustrate, they
distinguished since and for with the saying, Since is a point, for is a length-keep your grammar at
arms' length!
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
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At the same time, the control class heard the usual rule-based talk, with no pictures or catchy
phrases. After lessons finished, every learner took the identical post-test, and teachers scored
scripts blind. Simple descriptive statistics and independent t-tests examined scores for
significance.
Ethical Considerations
All students volunteered, knew the study served teaching research, and signed an information
sheet. Names were kept secret, and only the researchers saw raw numbers. To be fair, after
testing, control students received the same memory tools for future classes.
Results
The study clearly showed that learners who used memory aids with grammar practice
outperformed the group that followed the usual drills. Scores from pre-tests and post-tests, plus
comments from a quick survey, point to the positive impact of mnemonics on both learning and
long-term recall.
1. Test Score Analysis
Before teaching began, the two classes were nearly even. The experimental team's average was
48.6 percent, while the control group sat at 47.9 percent; the small gap fell well within normal
chance (p > 0.05) and reassured researchers that the samples started on the same footing.
After two weeks of lessons, the follow-up tests painted a different picture, with gains especially
clear in the mnemonic group:
-The memory-aid teams' average jumped to 81.2 percent, a leap of 32.6 points.
-The control class climbed to 67.5 percent, rising by 19.6 points.
When an independent t-test compared the two sets of post scores, the difference proved
statistically significant (t(38) = 2.74, p < 0.01), confirming that mnemonic-focused teaching
delivered a clearer understanding of grammar and better odds that learners would keep it.
2. Topic-Specific Performance
When we looked more closely, the experimental group made its biggest gains in:
Articles (a/an/the): rising from 42% on the pre-test to 85% on the post-test
Verb tenses (Present Perfect vs Past Simple): climbing from 52% to 79%
Conditional sentences: moving up from 52% to 80%
These numbers back up our guess that memory pictures and little slogan cues work best for
tricky, rules-heavy topics.
3. Student Feedback
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After the course, students in the mnemonic group rated their experience on a five-point scale,
and the verdict was loud and clear:
90% agreed or strongly agreed that the memory tricks made rules stick.
85% said the lessons felt livelier and far more fun than standard drills.
80% said they now tackle speaking and writing with much more grammar confidence.
A few open-ended notes summed it up:
I always mixed up since and for the rhyme fixed that.
Hearing stories and silly phrases beats grinding through dry rules any day.
4. Retention After One Week
One week after the quick retest, a shabby mini-test showed the following:
The group using memory tricks held on to 76 percent of what they had learned.
The group relying on normal drills kept only 61 percent.
Clearly, then, acronyms and images did more than lift scores right after class; they helped the
rules stick over time.
1. The results of this study add new weight to the idea that memory aids boost both grammar
grasp and long-term recall among EFL learners. Because the mnemonic group shadowed its
lessons with vivid links, it led the control class on every measure, from the immediate post-test
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
to the later delay test. Such evidence matches earlier work that champions memory strategies as
powerful tools in second-language classrooms.
Mnemonics and Memory Enhancement
Memory aids work by tying fresh material to something students already know, turning dry
grammar points into lively images or catchy phrases (Atkinson, 1975). Rhymes, friendly
acronyms like FANBOYS for the joining words, or quick stories that live in the mind, all cut
mental strain and make revising less scary (Bellezza, 1981).
These findings are consistent with the Dual Coding Theory (Paivio, 1986), which suggests that
information is more easily remembered when it is encoded both verbally and visually. The
experimental group benefited from colorful charts, funny phrases, and narrative examples — all
of which engaged multiple memory pathways, leading to improved retention.
Engagement and Motivation
Another critical aspect observed was learner engagement and motivation. According to Oxford
(1990), strategies that promote autonomy and enjoyment in learning are more likely to be
retained and used in real-life communication. In this study, students not only performed better
but also expressed positive attitudes toward mnemonic-based instruction. This supports
Mastropieri & Scruggs' (1998) argument that mnemonics are especially effective for students
who struggle with abstract or rule-heavy content, such as grammar.
Application to Grammar Learning
Traditionally, grammar has been taught using a rule-based approach, which can often seem
monotonous and difficult to internalize, especially for visual and kinesthetic learners. The
improved performance in topics such as articles, verb tenses, and conditionals confirms the idea
that mnemonics can serve as a bridge between abstract rules and real-world usage. Learners no
longer needed to mechanically memorize grammar formulas; instead, they recalled them through
meaningful and often humorous associations.
Moreover, the long-term retention results further validate the durability of mnemonic learning.
Unlike rote memorization, which tends to decay quickly without constant repetition, mnemonics
embed information in a more personally relevant and memorable context (Mastropieri & Scruggs,
1998).
Comparison with Previous Studies
This study echoes the findings of several prior works. For instance, Atkinson (1975) reported
that EFL learners who used the keyword method — a type of mnemonic — recalled vocabulary
and grammar structures with greater accuracy. Similarly, Bellezza (1981) emphasized that well-
designed mnemonics enhance both storage and retrieval processes, especially in subjects like
language learning, where form and function must be closely linked.
Additionally, in Oxford’s (1990) comprehensive taxonomy of learning strategies, memory-
related techniques like mnemonics are placed at the core of effective language strategy use.
Oxford argues that learners who regularly use such strategies tend to achieve higher language
proficiency and show more positive learning behaviors.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
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Limitations
However, it is vital to note some boundaries of this study. The sample size was distinctly small
and restricted to one college context, which may additionally have an effect on the
generalizability of the results. Furthermore, the study centered solely on intermediate learners;
future research could discover the results of mnemonics on beginner and advanced degree
students. It would additionally be valuable to look into the longer-term effect (e.g., after
numerous months) of mnemonic use across extraordinary grammar topics.
Pedagogical Implications
The findings of this study propose that language instructors have to reflect on integrating
mnemonic devices into grammar preparation to improve getting to know outcomes. Since
mnemonics can be effortlessly personalized and made culturally relevant, they offer a low-cost,
high-impact device for improving English grammar instruction, mainly in non-native contexts
like Uzbekistan. Teacher training applications should include sessions on how to plan and
practice advantageous mnemonics in the classroom.
Conclusion of Discussion
In conclusion, mnemonic units are greater than just reminiscence hints — they are powerful
cognitive tools that decorate learning, motivation, and retention. Their integration into English
grammar instruction provides an engaging, brain-friendly choice to normal methods. As the
information in this study shows, mnemonics are no longer purely decorative—they are
transformative for language learners.
In this study, the effectiveness of mnemonic devices in teaching and learning English grammar
was examined in moderate EFL learning. The results clearly show that mnemonic strategies can
significantly improve both short-term learning outcomes and long-term retention of grammar
rules. Students who were taught grammar through Neemon-based lessons not only achieved after
the test, but also reported greater motivation, commitment, and trust in the use of grammatical
structures.
With the transformation of abstract grammar rules into wise, visual, or humorous forms,
mnemonics act as a bridge between form-oriented lessons and communication skills. This fits
with cognitive and pedagogical theories that emphasize the importance of multisensory learning
and the wise connection for effective language acquisition.
While traditional grammar lessons are still valuable, this study suggests that the integration of
mnemonic techniques can improve the effectiveness of such learning, especially for periodic or
confusing topics such as articles, verbs, and conditions. Furthermore, feedback from learners
indicates that mnemonics make grammar courses more appealing and less intimidating.
However, further examinations are required to examine the effects of mnemonics on different
levels of competence, age groups, and learning contexts. Longitudinal studies can assess whether
improving learning not only increases the accuracy of grammar in actual communication but also
in a controlled testing environment.
Finally, mnemonic devices are more than just memory AIDS - they are powerful educational
tools. When used in creatively targeted ways, grammar can be taught and change the way you
learn. This makes your English training more effective, more comfortable, and more permanent.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
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Psychologist, 30(8), 821–828.
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Review of Educational Research, 51(2), 247–275.
3. Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic
strategies. Intervention in School and Clinic, 33(4), 201–208.
4. Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
5. Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Boston: Heinle & Heinle Publishers.
6. Ellis, R. (2006). The study of second language acquisition (2nd ed.). Oxford University
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7. Baddeley, A. D. (1999). Essentials of human memory. Psychology Press.
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