Journal Articles on Mnemonic Devices

Journal Articles on Mnemonic Devices

Articles summary

The research conducted by Chen and Jenny intended to investigate the connection between learning music and language as they are processed in regions of the brain close to one another. It is important to evaluate whether music can help young EFL (English as a foreign language) learners learn new vocabulary. The student groups were exposed to four different types of music: “chanting,” “singing,” “music videos without captions,” and “music videos with captions,” using three age-appropriate tracks from well-known animated films.

The study sought to determine whether music will help young EFL learners in learning vocabulary and, in that case, which learning method produces the best results. The study’s findings demonstrated that familiar melodies could improve the acquisition of new vocabulary in EFL instruction, with the “chanting” and “music video with the caption” techniques being the most successful, resulting in both short-term and long-term learning. Best practices for teaching music are presented in light of the findings.

The article by Cioca and Nerisanu explains the techniques adopted to foster creativity and explores whether visual mnemonic devices are able to enhance creativity. To achieve their objectives, they employed a quasi-experimental, nonequivalent group design, the process comprising the use of visual mnemonic devices. The article supports the argument for including visual mnemonics among strategies to promote creativity by demonstrating that creativity rose on the basis of a nationwide percentile system along with the usual creativity score after using the mnemonic devices.

Points discussed and how they relate to the course text and readings

The main point discussed in the article by Chen and Jenny is the idea of employing music as a tool for EFL vocabulary acquisition, which was the inspiration for this study’s initial stages. Although using music in EFL classes for kids is frequent, many distinct types of music exist. New technologies and devices are used in classrooms today. The findings demonstrate that while most technologies are efficient, as demonstrated by the “video-plus-caption” treatment, good ‘old-fashioned’ singing produces comparable results. Additionally, chanting, a more primitive activity that lacks a melody, yielded remarkable outcomes in vocabulary knowledge for the receptive form. Concerning this week’s course and text readings, the article explains how music can be employed as a mnemonic device.

Cioca and Nerisanu mainly discuss how the field of creativity is expanding. They discuss how the visual mnemonic devices impacted creative performance, which supports the original idea that they would be able to improve creativity. By introducing a fresh creativity technique to the list of established ones, the current study added to the knowledge in the field of creativity. A visual mnemonic device is a method applicable in any setting and situation. It is particularly well suited for the purposes of education and encourages creativity in adapting curricula. Cioca and Nerisanu recommend that future research may examine visual mnemonics’ influence on creativity in larger group samples or use a different sampling method. Additionally, they might concentrate on researching how various mnemonic techniques affect critical or creative thinking. Concerning this week’s course and text, Cioca’s and Nerisanu’s paper explains how a visual mnemonic is used and the benefits it would have to an individual’s education.

Thoughts and perspectives regarding concepts covered in the articles

I agree with Chen and Jenny’s concept that music can be used as a mnemonic to improve language learning. Music can be employed in schools to improve learning. This will improve the learning of languages and other subjects. I also agree with Cioca’s and Nerisanu’s concepts. Visual mnemonics enhance creativity and should be used to improve curricula.

References

Chen, I., & Jenny, S. (2020). Music as a mnemonic device for foreign vocabulary learning. English Teaching & Learning, 44(4), 377-395. https://doi.org/10.1007/s42321-020-00049-z

Cioca, L. I., & Nerișanu, R. A. (2020). Enhancing Creativity: Using visual mnemonic devices in the teaching process to develop creativity in students. Sustainability, 12(5), 1985. https://doi.org/10.3390/su12051985

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Article Analysis
Using the South University Online Library, find two peer-reviewed journal articles on mnemonic devices. In your synopsis, you will include:

Journal Articles on Mnemonic Devices

A summary of each of the journal articles
The main points discussed in each of the journal articles and how they relate to the week’s course and text readings
Your thoughts and perspectives regarding the concepts covered in each of the journal articles