This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian  English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning.  The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary.  However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).

中文翻译：

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视觉记忆技巧:一种有效的学习策略

本研究旨在调查视觉记忆技术对年轻和成年伊朗英语学习者词汇学习的影响。目前的研究遵循准实验设计。48 名女学生根据她们在快速分班考试中的表现被选中。QPT 的目的是根据他们的熟练程度使参与者同质化。参与者被分成四组，两个实验组和两个控制组。每组由 12 名参与者组成。在治疗前，对两组参与者进行了预测试，以确定实验组和对照组的词汇知识。然后实验组接受了8个疗程的视觉记忆技术。对照组采用传统的词汇教学方法。8节课后，对所有组进行了后测。对词汇测试的结果进行双向组间方差分析，以查看自变量对因变量的个体和联合影响。得出的结论是，助记技术显着影响了伊朗中级 EFL 学习者的词汇学习。研究表明，接受记忆技巧指导的实验组在词汇后测中的表现优于同组。然而，接受特定治疗的年轻和成人学习者的助记技术效果差异无统计学意义（P≥0.05）。对词汇测试的结果进行双向组间方差分析，以查看自变量对因变量的个体和联合影响。得出的结论是，助记技术显着影响了伊朗中级 EFL 学习者的词汇学习。研究表明，接受记忆技巧指导的实验组在词汇后测中的表现优于同组。然而，接受特定治疗的年轻和成人学习者的助记技术效果差异无统计学意义（P≥0.05）。对词汇测试的结果进行双向组间方差分析，以查看自变量对因变量的个体和联合影响。得出的结论是，助记技术显着影响了伊朗中级 EFL 学习者的词汇学习。研究表明，接受记忆技巧指导的实验组在词汇后测中的表现优于同组。然而，接受特定治疗的年轻和成人学习者的助记技术效果差异无统计学意义（P≥0.05）。研究表明，接受记忆技巧指导的实验组在词汇后测中的表现优于同组。然而，接受特定治疗的年轻和成人学习者的助记技术效果差异无统计学意义（P≥0.05）。研究表明，接受记忆技巧指导的实验组在词汇后测中的表现优于同组。然而，接受特定治疗的年轻和成人学习者的助记技术效果差异无统计学意义（P≥0.05）。