Color coding as a teaching strategy to acquire vocabulary in the long-term memory of fourth-grade students at 16 de Abril Elementary Middle School

Abstract

In order to master English, it is essential for students to know that the acquisition of words helps them to understand the English language. Therefore, this research seeks to introduce a strategy to support the acquisition of vocabulary in English about professions through color coding for students in 4th grade. According to the literature review, some authors such as Chávez (2019) y Farley (1976) manifest that color is a memory stimulant that helps the acquisition of words, but above all, it helps to retain the information for a more extended period. In addition, this study follows a quasi-experimental design with a quantitative and qualitative approach. The key instruments for data collection were the pre-test and post-test which helped to determine the effectiveness of the strategy. Finally, the main result is that color coding strategy (CCS) It is a tool to organize the content, easily accessible to the teacher and especially for the student that allows them to acquire vocabulary in their long-term memory.