Abstract
The present study was carried out to investigate whether mnemonic strategies instruction affect the immediate and delayed information retrieval of vocabulary learning in EFL elementary learners or not. The participants were 70 male and female freshmen from Aviation University in Tehran. A pretest of vocabulary was administered at this stage to ensure that the new words were unfamiliar. The participants were then dichotomized into an experimental and a control group each comprising 35 students. The students in the experimental group were instructed to use the two vocabulary mnemonic strategies of visualization and pictures, whereas the participants in the control group did not have any strategies. A multiple choice post-test of vocabulary was administered after the treatment and after two weeks. The results of the post-test 1 and post-test 2 data analysis confirmed the superiority of the experimental group to the control group, resulting in the rejection of the null hypotheses.
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