The goal of the present study is to explore the types and development potentials of memory techniques in the group of direct learning strategies, based on Oxford’s taxonomy. The actuality of the research topic is underlined by two various background studies on whether students use learning strategies; if yes, what kind. The first study was carried out at the Medical Faculty of Debrecen, while the other one at the Agricultural and Food Sciences one, and the findings were
compared. Our results suggest that students use very few strategies, especially hardly any direct ones to learn words. This fact draws our attention to the  significance of memory techniques in language learning to make the process easier and more enjoyable.