一、整合記憶術學習法對於以英語為第二外語之大學生之英文單字學習，較反覆練習記憶術有效。 二、整合記憶術學習法對於大學生之英文單字學習之長期記憶成效顯著。 三、利用整合記憶術學習英文字彙之學生，在立即測驗及延宕測驗中均顯著優於反覆練習記憶術之學生。 The purpose of this study is to examine the efficacy of the keyword method, the mind map, and the method of loci, as integrated mnemonic learning strategies, on EFL college learners’ vocabulary retention. Participants in the study were 103 EFL learners with similar language abilities at a private university located in the metropolitan area of northern Taiwan. The experimental group was made up of 52 freshmen. They were required to use a combination of the keyword method, the mind map, and the method of loci, also known as the integrated mnemonics, to remember a 35-item body-related vocabulary. The control group was comprised of 51 sophomores, who were also required to remember the same vocabulary items, but by using the rote rehearsal method. Three quantitative measures were used: (a) an immediate vocabulary translation test; (b) 4- and 16-week delayed vocabulary translation tests; and (c) 4- and 16-week delayed sentence completion tests. Multivariate repeated measures ANOVA were used to analyze the data and to answer the research questions. Descriptive statistics were performed to determine whether integrated mnemonics or rote rehearsal was more effective among all the participants in vocabulary learning. When individual test scores were compared between the integrated mnemonics and the rote rehearsal group, significantly higher scores were observed on both the vocabulary translation and the fill-in-the-blank tests in the experimental group. The results of this research demonstrated the ineffectiveness of the rote rehearsal method which is predominantly used, but proved that integrated mnemonic interventions facilitate English vocabulary retention.