الفهرس 
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Abstract
The purpose of the present study was to investigate the effect of using autonomous vocabulary learning strategies of oxford (mnemonics) to enhance writing performance of EFL preparatory pupils. The participants were second year pupils at El Hagah Safeya prep Institute in Cairo. Thirty pupils participated in each of the experimental and control groups. Both groups were pre-tested by using Vocab/ Writing Performance Test (VWPT) for equivalence in their writing performance. The experiment was conducted at the beginning of the second term of the academic year 2016-2017. The experimental group and the control group were post-tested by using the VWPT. Differences between the mean scores of the pre- and post-VWPT were calculated by using the t-test. The results showed that statistically significant differences were found between the mean scores of the experimental group and the control group on the post-VWPT in favor of the experimental group. The results also revealed that there was a significance enhancement in the pupils’ writing performance as a result of satisfying their psychological needs through using the mnemonic devices of Oxford for vocab retention. The findings showed that the experimental group outperformed the control group in writing performance because of using autonomous vocabulary learning strategies of Oxford.
Key Words: Autonomous learning, Autonomous Vocabulary Learning Strategies
of Oxford (AVLSs), Autonomous Learner (LA), Writing performance,
Self Determination Theory (SDT)