Girma GezahegnRediet Amsalu2026-08-142026-08-142026-04-20https://etd.aau.edu.et/handle/123456789/8872This study examined the implementation of mnemonic-based vocabulary instruction among primary school English teachers in Addis Ababa. Specifically, it investigated the frequency and intentionality of mnemonic strategy use, the types of memory-enhancing techniques employed, teachers’ conceptual awareness and perceptions of these approaches, and the contextual factors influencing their classroom application. A descriptive survey design was employed. Data were collected from a purposive sample of 30 primary school English teachers through a structured questionnaire comprising Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings revealed a moderate level of implementation of mnemonic-based instructional practices. Teachers demonstrated a strong preference for visual techniques, particularly the use of pictures and visual imagery, whereas cognitively demanding approaches, such as rhymes, rhythmic patterns, and structured associative techniques, were used less frequently. Although participants expressed positive perceptions regarding the effectiveness of mnemonics for vocabulary retention and demonstrated awareness of the memory-supporting value of specific techniques, they exhibited limited pedagogical knowledge concerning the systematic application of mnemonic strategies as an integrated instructional framework. Consequently, the use of these techniques was often incidental rather than purposefully planned and consistently implemented. The study further identified four major barriers to effective implementation: inadequate instructional materials, insufficient instructional time, the rigid pace of the prescribed curriculum, and limited access to professional training related to mnemonic instruction. The findings also revealed a discrepancy between the mnemonic-oriented activities incorporated into the national English textbooks and their actual classroom enactment. By illuminating the nature of this implementation gap characterized by reliance on visual techniques, limited instructional intentionality, and insufficient pedagogical understanding the study contributes empirical evidence to the literature on vocabulary instruction in urban Ethiopian government primary schools. The findings underscore the need for context-responsive professional development initiatives and enhanced instructional support to facilitate the effective integration of cognitively grounded vocabulary-learning techniques into classroom practice.enmnemonic strategiesvocabulary instructionimplementation gapprimary English teachingEthiopia.Thesis