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Abstract
This study investigates the role of working memory in vocabulary learning among intermediate-level English learners. Sixty participants were categorized into high and low working memory groups based on standardized working memory assessments. A mixed-methods approach was employed, including pre- and post-tests, classroom observations, and semi-structured interviews. Results showed that learners with higher working memory capacity significantly outperformed those with lower capacity in word recognition, meaning recall, and contextual usage. Qualitative findings revealed that high working memory learners employed effective strategies such as mnemonic devices, chunking, and contextual guessing, resulting in higher engagement, autonomy, and confidence. These findings highlight the importance of considering individual cognitive differences in designing effective vocabulary instruction.
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