The Effect of Using Cross-Word, Textual Guess and Wonder-Word on the Lexical Development of Iranian Students

The present study was an attempt to compare the effect of the cross-word strategy, wonder-word strategy, and textual-guess strategy on Iranian pilot students immediate and delayed English vocabulary retention. 120 students participated in the study from an Army University. To make sure of their homogeneity, the researchers administrated a PET test. Based on the results, twenty eight students from each class (eighty four in all) were selected as the participants of the study. These three intact classes were then randomly assigned into three experimental groups, each receiving one type of vocabulary learning strategy. Then, 60 words from Longman Dictionary Website were given to the students in order to sort out 40 unknown words to teach. To see the effects of teaching vocabulary through three strategies mentioned above, the necessary instruction was given. The results revealed significant difference in the efficacy of textual-guess strategy compared to the wonder-word strategy in the immediate posttest and significant difference compared to both wonder-word strategy and cross-word strategy in the delayed posttest. Findings of the present study are useful for EFL teachers, learners, language institutes, schools, and universities in that these strategies can enhance language learners‟ lexical treasure with respect to their effectiveness.