the impact of vocabulary instruction methods (t-coding vs. picture presentation) on iranian efl learners’ vocabulary gain and retention

This study investigated the impact of two different methods of vocabulary presentation (i.e., t-coding, and picture method) on improving iranian high school students’ vocabulary gain and retention. the study was done through a two-way within-between subjects design. prior to the treatment a pre-test was administered to assess the entry behaviour of the participants. the treatment went on for 10 weeks during which each group was instructed through one of the mentioned vocabulary presentation methods and the control group received traditional word- lists. one week after the treatment a researcher-made test was given to the students as the post-test and after two weeks another test was administered as the delayed post-test to assess vocabulary retention. the participants were 54 third grade high school learners of english who were divided into three groups (i.e., two experimental groups and one control group). the data, analysed through multilevel model of repeated measures, revealed that there was a statistically significant difference among the groups across time. both picture and t-coding methods seemed effective and better than word list presentation and promoted the learners’ vocabulary gain and retention. therefore, mnemonic devices including picture and t-coding methods should be given prime attention by both efl teachers and material developers as an effective technique for vocabulary instruction, acquisition, and retention.