The Chaining Method for Better Vocabulary Retention: Tunisian University Students as a Case Study

A major current focus in vocabulary instruction has been on how to foster autonomous learning and provide learners with techniques deal retention. In view of this idea, numerous studies have interested investigating the effect teaching such mnemonic strategies learners’ ability retain new items. Thus, paper intends concept narrative chain method as a memory strategy that helps EFL remember vocabulary. It, therefore, aims at shedding light importance active role practising method, creating imagining storyline, reflecting it end process. To reach purpose, fifty first-year Tunisian university students were randomly selected complete training. An evaluation checklist was then held gain more information about their attitudes toward technique’s efficiency. Qualitative results provided positive feedback concerning treatment. The findings study led crucial contributions practices should display close connection between learning/retention process long-term context.