MEMORIZATION PROBLEMS IN CHILDREN: AN ACTION RESEARCH STUDY

Abstract

Memorization difficulties represent one of the most persistent challenges encountered in primary English as a Foreign Language (EFL) classrooms. This action research study investigates the causes and manifestations of memorization problems among 6th-grade students at School Number 1 in Namangan, Uzbekistan, and explores the effectiveness of interactive teaching strategies in addressing these difficulties. The study was conducted with 15 students (aged 11–12) during a teaching practicum. Data were collected through written teacher reflections, a Google Forms survey administered to students, and structured peer observation. Findings indicate that students demonstrated significantly higher engagement and vocabulary retention when lessons incorporated games, visual aids, and collaborative tasks compared to traditional repetition-based instruction. The study confirms that interactive, student-centered activities reduce cognitive load and foster deeper semantic processing, thereby improving memory outcomes. The results align with established cognitive and pedagogical theories and carry practical implications for EFL teachers working with young learners